ONSTRUCTIVE 


WORST 


A.W  AUMFORD  AND  COMPANY 
CHICAGO 


CONSTRUCTIVE 
WORK 


ITS  RELATION  TO  NUMBER,  LITERA- 
TURE,   HISTORY   AND    NATURE   WOFHt 


EDWARD  F.  WORST 

Principal  of  the  Yale  Practice  School,  Chicago  Normal 

ASSISTED  BT 
HARR1ETTE  BARBER 

AND 
MARIAN  SEYMOUR 


Revised  and  Enlarged  Edition — 325  Illustrations 


CHICAGO 
A.  W.  MUMFORD  AND  COMPANY,  Publishers 

373  Wabash  Avenue 

1905 


Copyright  1900 
By  EDWARD  F.  WORST 


Copyright  1905 
Kv  EDWARD  F.   WORST 


INTRODUCTION. 


The  science  of  Number  in  the  primary  grades,  until  some- 
what recently,  has  been  much  less  useful  as  an  educational 
agency  than  it  should  have  been. 

Consisting  mainly  of  formal  combinations  of  numbers, 
without  apparent  reasons  for  presenting  them  to  the  chil- 
dren, it  has  failed  to  give  that  high  degree  of  mental  disci- 
pline which,  when  properly  presented,  it  is  so  well  calculated 
to  afford. 

A  new  era  has  dawned  upon  the  science  of  Number  in  the 
primary  grades ;  a  stepping  stone  to  formal  work  has  been 
discovered,  so  carefully  graded  that  the  child  can  follow  it 
with  interest  and  pleasure.  Constructive  number  work, 
when  properly  taught,  affords  the  finest  mental  discipline  of 
any  study  in  the  primary  grades.  It  gives  quickness  of  per- 
ception, the  power  of  concentration  and  an  intellectual  grasp 
that  can  be  acquired  in  no  other  branch  of  study.  The 
author  has  tried  to  make  this  work  not  only  simple,  pro- 
gressive and  practical,  but  has  tried  to  adapt  it  to  the  wants 
of  those  who  believe  that  constructive  number  should  be 
taught  in  connection  with  the  other  branches  of  work.  Great 
care  has  been  taken  to  make  all  dictations  so  simple  that  the 
youngest  child  can  follow  them.  The  gradation  of  the  work 
will  be  found  one  of  the  most  distinctive  and  valuable 
features. 

Pupils  upon  entering  school  are  given  only  formal  fold- 
ings. Gradually  the  work  with  the  ruler  is  introduced, 
using  inches  at  first  and  working  into  halves,  quarters  and 
eighths.  A  variety  of  dictations  is  given.  In  this  manner 
tiresome  monotony  is  avoided  and  the  work  is  rendered  in- 


2O66O27 


teresting  and  attractive.  Teachers  will  find  many  com- 
binations of  numbers  in  every  dictation.  The  questions 
given  in  the  first  dictations  are  only  suggestive  of  what 
may  be  brought  out  by  the  teacher. 

The  object  of  this  work  is  to  teach  the  child  to  think 
as  well  as  make ;  to  develop  mind  as  well  as  ability  to 
construct. 

It  is  hoped  this  work  may  aid  teachers  in  their  arduous 
labors  and  become  a  favorite  with  the  little  children  of 
our  common  schools. 

I  have  been  greatly  aided  in  carrying  out  the  details  of 
this  plan  of  work  by  Miss  Harriett  Barber  and  Miss 
Marian  Seymour,  primary  teachers  in  Yale  Practice 
School,  Chicago  Normal. 

The  work  on  the  hygrometer  was  arranged  by  Mr. 
Jackman  several  years  ago,  and  is  used  in  this  book  with 
his  permission. 


FOLDED  SERIES  OF  MODELS. 


In  this  series  of  models  we  have  given  twenty  exercises 
in  folding.  This  number  may  be  greatly  increased  by  add- 
ing to  the  five  simple  formal  foldings. 

It  will  be  observed  that  in  all  the  folding  exercises  squares 
or  oblongs  of  the  desired  size  are  placed  into  the  hands 
of  the  children,  thus  avoiding  at  first  any  measuring  on 
their  part. 

The  object  of  these  exercises  is  not  only  to  give  the 
child  the  manual  training  and  the  thought  that  he  must 
work  accurately,  but  to  familiarize  him  with  the  terms  right 
and  left,  and  to  give  him  repeated  drill  in  the  counting  to 
sixteen,  not  only  counting,  but  in  short  give  him  as  many 
of  the  combinations  to  sixteen  as  possible. 

For  illustration  of  the  number  work  see  exercises  I 
and  3. 

In  all  this  folded  series  the  teacher  works  before  the 
pupils,  each  step  being  taken  at  the  time  the  dictation  is 
given. 

The  only  material  necessary  for  this  work  is  paper,  a 
pair  of  scissors,  paste  and  a  splint  used  as  a  brush  for  past- 
ing. 

Gum  tragacanth,  which  may  be  purchased  at  any  drug- 
store, makes  a  very  cheap  and  good  paste  for  a  light  quality 
of  paper.  Use  a  teaspoonful  to  a  half  cup  of  water.  Allow 
it  to  soak  from  eight  to  ten  hours  before  using. 

A  good  flour  paste  for  heavier  paper  is  made  by  boiling 
the  flour  and  adding  just  a  little  glue  and  alum. 


EXERCISE  L 
Square  Seed  Box, 

Made  in  connection  with  nature  study. 

Material :    Six  inch  square  of  paper. 

Dictation :  Hold  your  paper  up  in  front  of  you.  What 
shape  is  it?  How  many  corners  has  it?  What  kind  of 
corners?  (Square.)  Find  the  two  upper  corners  ;  the  right 
upper  corner ;  the  left  upper  corner. 

Find  the  two  lower  corners ;  the  right  lower  corner ;  the 
left  lower  corner. 


If 


How  many  edges  has  the  square?    What  can  you  say  of 
their  length  ?     Find  the  upper  edge ;   lower ;   left ;   right. 
Hold  the  square  by  right  and  left  edges. 


Fold  paper  so  these  edges  exactly  meet.  Crease.  What 
is  the  shape  of  your  paper  (II.)?  How  many  corners  has 
it?  What  kind  of  corners?  How  many  sides?  Are  the 
sides  of  the  oblong  equal?  Open  the  paper  (III.). 

How  many  oblongs  are  there  in  the  opened  paper?  What 
part  of  the  square  is  each  oblong?  Find  the  crease  made 
by  folding.  Fold  the  right  edge  of  the  paper  over  to  the 
crease;  the  left  edge.  Unfold  the  paper.  How  many 
oblongs  are  there  now  (IV.)? 

What  part  of  the  square  is  each  oblong? 

Hold  the  paper  so  the  creases  run  from  right  to  left. 
Repeat  previous  dictation.  Unfold.  Into  what  is  the  paper 
divided  (V.)  ? 

How  many  squares? 

How  many  rows  of  squares?  How  many  squares  in  a 
row? 

Find  the  upper  right  square.  Cut  along  its  lower  edge 
with  the  scissors  (a).  Cut  along  lower  edge  of  upper  left 
square.  Find  lower  right  square.  Cut  along  its  upper  edge. 
Cut  along  upper  edge  of  lower  left  square. 

Fold  into  box  form  and  paste  corner  squares  on  the 
inside.  » 

Repeat  this  exercise  and  use  second  box  for  a  cover  of 
first.  Cut  a  triangular  piece  out  of  right  and  left  sides, 
thus  allowing  places  where  the  box  may  be  held  while 
removing  the  cover. 


EXERCISE  IL 
Seed  Envelopes. 

Made  in  connection  with  nature  study. 

Material :    Nine  inch  square  of  paper. 

Dictation :  Hold  paper  by  two  opposite  corners.  Fold 
these  corners  together  (VI.).  Hold  triangle  by  two 
sharp  corners  with  square  corner  pointing  upward.  By 


folding  sharp  corners  together  find  center  of  lower  edge. 
Fold  right  corner  to  center;   left.    Paste. 

Separate  square  corners.      Turn    inner    square    corner 
downward  to  center  of  lower  edge.    Crease.     Paste. 


EXERCISE  III. 

Table. 

Made  in  connection  with  the  story  of  the  Three  Bears. 

Material :     Paper  9  inches  by  6. 

Dictation :  Hold  paper  with  long  edges  at  right  and  left. 
Fold  right  and  left  edges  together.  Of  what  shape  is  it? 
(Oblong).  How  many  corners  has  it?  What  kind  of  cor- 


ners? (Square).  Unfold.  Each  oblong  is  what  part  of 
the  whole  piece?  Fold  right  edge  to  middle  crease.  Un- 
fold. How  many  oblongs  are  there  now?  How  many 
more  in  right  half  than  left?  Fold  left  edge  to  middle 
crease.  Unfold.  How  many  oblongs  in  all? 

Hold  paper  with  short  edges  at  right  and  left.  Fold  right 
and  left  edges  together.  How  many  oblongs  do  you  see? 
How  many  do  you  think  are  on  the  other  side?  Unfold  and 
count  the  number  of  oblongs  in  all. 

Fold  right  edge  to  crease.  Unfold.  How  many  oblongs 
in  right  half ?  How  many  in  a  row?  How  many  in  the  two 
rows?  How  many  more  in  right  half  than  in  the  left? 


Fold  left  edge  to  middle  crease.  How  many  oblongs  do  you 
see  on  the  left?  How  many  more  on  the  right?  Unfold 
le.tt.  How  many  oblongs  on  the  left  ?  How  many  more  on 
me  right? 

How  many  on  both  sides?  How  many  oblongs  in  a  row? 
In  two  rows  ?  In  three  rows  ?  In  four  rows  ? 

Cut  out  corner  oblongs  (VII.). 

Find  right  crease  (a). 


-. 

c 

i 
J.ez?... 

I 

.-L. 

f 

Fold  right  edge  (b)  to  right  crease.  Unfold  and  cut  oft 
oblong  thus  formed.  Repeat  dictation  for  left  side.  Turn 
outir  oblongs  down.  Make  cuts  in  top  oblong  showing 
width  of  legs. 

Find  crease  (d)  (VIIL). 

Fold  top  edge  (c)  to  (d).  Unfold  and  cut  along  crease 
just  formed.  Fold  edge  just  formed  to  crease  (d)  again. 
Unfold  and  cut  along  crease. 

In  the  following  dictations  no  questions  will  be  asked,  as 
the  line  of  questioning  has  been  fully  suggested  in  the  first 
and  third  dictations. 


EXERCISE  IV. 

The  Three  Chairs. 

Made  in  connection  with  the  story  of  the  Three  Bears. 
Material :    The  big  chair,  paper,  9  by  6  inches ;  the  mid, 
die-sized  chair,  6  by  4^ ;  the  little  chair,  4^  by  3. 


Dictation  :  Hold  paper  with  long  edges  at  right  and  left. 
Fold  right  and  left  edges  together.  Unfold.  Fold  right 
edge  to  crease ;  left.  Unfold. 


Hold  paper  with  short  edges  at  right  and  left.  Fold  right 
and  left  edges  together.  Unfold.  Fold  right  edge  to  crease. 
Unfold. 

Cut  out  corner  oblongs  (IX.).  Hold  paper  with  long 
oblongs  at  the  top.  Find  lowest  crease  on  paper.  Fold 


r~ 


lower  edge  to  this  crease.  Cut  off  oblong  thus  formed  (X.). 
Turn  upper  oblongs  toward  you,  and  right,  left  and  lower 
oblongs  from  you. 

The  chair  is  now  formed.     On  the  side  oblongs  cut  the 
legs  as  legs  of  table,  and  finish  back  in  any  manner  desired. 


10 


EXERCISE  V. 
The  Three  Beds. 

Made  in  connection  with  the  story  of  the  Three  Bears. 

Material :  For  the  big  bed,  paper  9  inches  by  6 ;  middle- 
sized  bed,  6  by  4^;  little  bed,  4!  by  3. 

Dictation :  Hold  oblong  with  long  edges  at  right  and 
left.  Fold  right  and  left  edges  together.  Unfold.  FinJ 


crease.  Fold  right  edge  to  crease;  left.  Unfold.  Hold 
paper  with  short  edges  at  right  and  left.  Repeat  dictation. 
Cut  out  corner  oblongs.  Hold  paper  with  long  edges  at 
right  and  left. 


AY 


Find  lowest  crease.  Fold  lower  edge  to  this  crease.  Cut 
off  oblong  thus  formed  (XL).  Turn  upper  and  lower  ob- 
longs toward  you,  right  and  left  from  you.  Cut  legs  on  the 
sides  as  legs  of  table,  and  finish  head  and  foot  as  desired. 


11 


EXERCISE  VL 

Basket. 

Made  in  connection  with  the  story  of  Little  Red  Riding 
Hood. 

Material — Paper,  8  inches  by  4. 

Dictation — Hold  paper  with  long  edges  at  right  and  left. 


Fold  right  and  left  edges  together.  Unfold.  Fold  right 
edge  to  crease ;  left.  Unfold. 

Hold  paper  with  short  edges  at  right  and  left.  Fold  right 
and  left  edges  together.  Unfold. 

Fold  right  edge  to  crease.  Unfold.  Find  right  hand 
crease.  Fold  right  edge  to  this  crease.  Unfold.  Repeat 
dictation  for  left  side. 

Hold  paper  with  long  edges  at  right  and  left.     Find 


upper  right  square.  Cut  along  its  lower  edge ;  along  lower 
edge  of  upper  left  square.  Cut  along  the  upper  edges  of 
lower  right  and  left  squares. 


12 


Turn  outer  rows  of  squares  and  oblongs  upward  and 
paste  comer  squares  on  the  inside.  Cut  handle  of  any  de- 
sired width  and  length ;  paste  the  ends  to  the  centers  of 
the  long  sides.  For  exercise  in  number  see  model  3. 


Sled. 


EXERCISE  VTL 


Material — Paper,  6  inches  by  9. 

Dictation — Hold  paper  with  long  edges  at  right  and  left. 
Fold  right  and  left  edges  together.     Unfold.     Fold  right 


edge  to  crease ;  left.  Hold  paper  with  short  edges  at  right 
and  left.  Fold  right  and  left  edges  together.  Unfold.  Fold 
right  edge  to  crease ;  left.  Unfold.  Find  right-hand  crease. 
Fold  right  edge  to  this  crease.  Unfold. 

Hold  paper  with  small  oblongs  at  the  top.     Find  two 
middle  oblongs  in  top  row.    Cut  them  out.    Find  two  mid- 


die  oblongs  in  bottom  row.  Cut  them  out.  Find  upper 
right  oblong.  Find  its  upper  left  corner.  Find  second  ob- 
long from  the  top  in  right-hand  row. 


13 


Find  its  lower  right  corner.  Cut  in  a  straight  line  from 
this  corner  to  the  upper  left  corner  of  the  upper  right 
oblong. 

Find  the  lower  right  oblong.  Cut  from  its  lower  right 
corner  to  its  upper  left  corner. 

Repeat  dictation  for  left  side.  Fold  down  sides  and  sled 
is  complete.  For  exercises  in  number  see  model  3. 


EXERCISE  VTIL 

Soldier  Cap. 

Material — Paper,  18  inches  by  12. 

Dictation — Hold  paper  with  short  edges  at  right  and 
left.  Fold  right  and  left  edges  together.  Hold  paper  with 
creased  edge  at  top.  Fold  right  and  left  edges  together. 
Unfold. 

Find  crease  thus  formed.  Fold  right  half  of  upper  edge 
to  this  crease;  left  half  (XV.). 

Fold  front  oblong  at  bottom  upward  along  front  edge 


of  triangle ;  back  oblong  upward  along  back  edge  of  tri- 
angle (XVI.). 

Fold  corners  at  a  down,  one  over  the  other;  at  b 
(XVII.). 

Hold  paper  by  middle  points  (c)  of  lower  edges.  Pull 
apart  until  square  is  formed  (XVIIL).  Fold  lower  corners 
(d)  upward  and  outward  to  upper  corner  of  cap  (e). 

Spread  at  the  bottom  to  fit  the  head. 


14 


EXERCISE  IX. 
Boat. 

Material — Paper,  6  inches  by  9. 

Dictation — Fold  soldier  cap.  Fold  back  and  front  points 
of  soldier  cap  together.  The  paper  is  now  square.  Hold 
paper  with  corner  which  was  apex  of  soldier  cap  at  top. 


Separate  lower  corners  of  paper.  Turn  them  upward  and 
outward  to  upper  corner.  The  paper  is  now  a  triangle. 
Hold  triangle  so  that  you  are  looking  down  upon  the  apex. 
Find  two  inner  corners  at  top.  Pull  them  apart  to  the  right 
and  left  as  far  as  they  will  go. 


EXERCISE  X. 

Formal  Folding.  (No.  /.) 

Done  in  connection  with  decorative  drawing. 

Material — In  each  case  a  4-inch  square  of  colored  paper. 

Dictation  (with  questions  showing  possible  number 
work) — What  is  the  shape  of  your  paper?  How  many 
edges  has  it?  What  can  you  say  of  their  length? 

How  many  corners? 

What  kind  of  corners? 

Hold  paper  by  two  opposite  corners.  Fold  those  cor- 
ners together. 

What  is  the  shape  of  your  paper  now?  How  many 
edges  has  a' triangle? 

Has  it  more  or  less  than  a  square? 

How  many  more  has  a  square?  What  kind  of  corners 
has  the  triangle?  How  many?  How  many  more  has  the 
square  ? 

15 


Unfold  the  paper.  What  part  of  the  square  is  each 
triangle  ?  Hold  paper  by  corners  at  ends  of  crease. 

Fold  these  corners  together.  Unfold.  How  many  tri- 
angles are  there  now?  How  many  times  the  number  of 
triangles  there  were  before?  What  part  of  the  square  is 
each  triangle? 

Find  center  of  square.  Fold  upper  right  corner  to  cen- 
ter. How  many  corners  has  your  paper  now  (XIX.)  ?  How 
many  more  than  a  square?  How  many  more  than  a  tri- 


angle? How  many  square  corners  has  it?  Fold  the  lower 
left  corner  to  the  center  (XX.).  How  many  edges  has  your 
paper  now? 

How  many  more  than  a  square?    How  many  times  the 
number  a  triangle  has?    How  many  corners? 

16 


How  many  square  corners  ?  Fold  the  other  two  corners 
to  the  center  (XXL). 

How  many  triangles  can  you  see? 

What  part  of  the  square  is  each  triangle? 

Reverse  paper  so  that  closed  side  is  next  to  you  (XXII.). 
How  many  squares  can  you  see?  What  part  of  the  whole 
is  each  square?  Find  center  of  paper.  Fold  each  corner 
inward  to  the  center  (XXIII.).  Reverse  paper  so  you  are 
looking  at  four  squares  whose  loose  corners  meet  at  center 
of  paper.  Lift  loose  corner  of  upper  right  square.  Fold  it 
back  to  upper  right  corner  of  paper.  How  many  triangles 
can  you  see?  How  many  squares?  How  many  more 
squares  than  triangles?  Fold  other  corners  in  same  man- 
ner (XXIV.).  No.  i  is  the  completed  folding. 

Formal  Folding.     (No.  2.) 

Fold  No.  i.  Fold  inner  edge  of  upper  right  triangle. 
Fold  upper  right  corner  of  this  triangle  to  middle  of  inner 
edge.  Treat  other  three  triangles  in  the  same  manner. 

Formal  Folding.     (No.  3.) 

Fold  No.  2.    Fold  a,  b,  c,  and  d  (No.  2)  inward. 
formal  Folding.    (No.  4.) 

Fold  No.  3.  Turn  e,  f,  g  and  h  under  toward  their  re- 
spective corners,  folding  on  the  creases  already  made. 

Formal  Folding.     (No.  5.) 

Fold  No.  i.  Turn  each  corner  inward  to  center  again. 
Find  creases  made  by  folding.  Turn  the  corners  back  to 
the  creases. 

Formal  Folding.    (No.  6.) 

Fold  No.  5.  Turn  1,  m,  n,  o  upward  and  backward  to- 
ward their  respective  corners,  folding  upon  original  creases. 

There  is  an  almost  endless  number  of  paper  foldings,  of 
which  the  foregoing  are  merely  suggestions. 

17 


EXERCISE  XL 

Folding  Basket. 

Made  for  the  first  of  May. 
Material — Five  of  one  kind  of  for- 
mal folding. 

Dictation — The  back  of  each  fold- 
ing is  composed  of  four  triangles  meet- 
ing in  the  center.  Take  one  folding 
and  unfold  three  of  the  triangles  on 
the  back.  Paste  the  smooth  side  of 
one  of  these  triangles  upon  one  of  the  triangles  on  bottom. 
In  the  same  manner  unfold  and  paste  upon  the  bottom 
the  three  remaining  foldings. 

Then  paste  one  upon  the  other  the  triangles  which  ex- 
tend at  the  sides. 

Cut  two  long,  slender  handles. 

Paste  one  upon  the  right  and  left  sides  of  the  basket. 
Paste  the  other  upon  the  front  and  back  sides.  Where 
they  cross  each  other  at  the  top  paste  them  together. 


EXERCISE  XH. 

Square  Prism. 

Made  in  connection  with  drawing. 

Material — A  Q-inch  square  of  drawing  paper. 

Dictation — Fold  right  and  left  edges  of  square  together ; 

18 


unfold.  Find  crease.  Fold  right  edge  to  crease ;  left  edge  ; 
unfold.  Fold  upper  and  lower  edges  together;  unfold. 
Fold  upper  edge  to  crease ;  lower  edge ;  unfold. 

Find  upper  row  of  squares.  Cut  these  squares  apart 
along  the  dividing  creases.  Cut  the  squares  in  the  lowest 
row  apart. 

Find  the  right-hand  square  in  the  upper  row.  Lay  it 
upon  the  second  from  the  right;  lay  them  both  upon  the 
third ;  lay  all  three  upon  the  fourth.  Paste. 

Paste  the  squares  in  the  lowest  row  in  the  same  manner. 


EXERCISE  Xffi. 
Cube. 

Made  in  connection  with  drawing. 
Material — A  Q-inch  square  of  drawing  paper. 
Dictation — First  fold  large  square  into    sixteen  small 
squares.    (See  square  prism.)    Cut  off  one  row  of  squares. 


Hold  paper  by  short  edges.    Cut  squares  apart  in  upper  and 
lower  rows.     (See  square  prism.) 

Fold  divided  squares  one  upon  t^he  other.     (See  square 
prism.) 


19 


EXERCISE  XIV. 

Triangular  Prism. 

Made  in  connection  with  drawing. 
Material — A  Q-inch  square  of  drawing  paper. 
Dictation — Fold  large  square  into  sixteen  small  squares 
(See  square  prism.) 


Cut  out  the  two  right-hand  squares  in  the  upper  row ; 
in  the  lower  row. 

Cut  out  the  first  upper  left  square;  the  first  lower  left 
square. 

Paste  back  of  two  right-hand  squares  (i  and  2)  upon 
front  of  two  left-hand  squares  (3  and  4).  Fold  two  remain- 
ing squares  (5  and  6)  against  open  triangular  spaces.  Cut 
off  the  tops  of  these  squares  so  they  are  even  with  the  tops 


of  the  spaces.  Find  the  middle  of  the  upper  edge  of  each 
square  by  folding  the  upper  corners  together.  Then  fold 
the  upper  corners  of  each  square  inward  so  that  the  creases 
run  from  the  lower  corners  to  the  middle  of  the  upper  edge. 
Paste  the  triangles  thus  formed  on  the  inside  of  the  trian- 
gular prism. 

20 


EXERCISE  XV. 

Pyramid. 

Made  in  connection  with  drawing. 

Material — Square  of  drawing  paper. 

Dictation — Fold  large  square  into  sixteen  small  squares. 
(See  square  prism.) 

Find  two  middle  squares  in  top  row.  Find  dividing 
crease.  Cut  them  apart  along  dividing  crease.  In  the  same 
manner  separate  the  middle  squares  on  the  other  three  sides. 

Hold  paper  by  two  opposite  corners.  Find  top  square. 
Find  its  lowest  corner.  Fold  lowest  corner  of  entire  paper 
to  lowest  corner  of  top  square. 


Unfold.  Fold  each  corner  of  the  paper  in  the  same 
manner. 

Hold  paper  by  two  opposite  sides. 

Find  cut  on  right  side.  Find  left  end  of  this  cut.  Fold 
paper  so  that  crease  runs  from  left  end  of  cut  to  upper  right 
corner. 

Find  cut  on  upper  side  of  paper. 

Find  lower  end  of  cut.  Fold  so  that  crease  runs  from 
lower  end  of  cut  to  upper  right  corner.  Fold  other  cor- 
ners  to  correspond  with  upper  right  coiner. 

Bring  corners  together  and  paste  flaps  on  the  outside. 


21 


EXERCISE  XVI. 
Closed  Seed  Box. 

Made  in  connection  with  nature  work. 

Material — Square  of  drawing  paper. 

Dictation — Hold  paper  by  two  opposite  corners.  Fold 
right  and  left  corners  together;  upper  and  lower.  Unfold. 

Fold  each  of  the  four  corners  to  the  center.  Unfold. 
Find  upper  corner. 

Find  first  crease  below  upper  corner. 


Fold  upper  corner  to  middle  of  first  crease.  Unfold. 
Find  lowest  crease  upon  paper.  Fold  upper  corner  to  mid- 
dle of  lowest  crease.  Unfold. 

Fold  right,  left  and  lower  corners  in  the  same  manner. 

Find  upper  corner.  Find  second  triangle  from  upper 
corner  on  right  side  (a).  Cut  it  out.  Find  third  triangle 
(b).  Cut  it  out.  Cut  out  corresponding  triangles  (c,  d)  on 
the  left  side. 

Beginning  at  the  lower  corner  repeat  above  dictation. 

Find  two  triangles  at  upper  corner  (e,  f).  Find  lower 
edge  of  right-hand  triangle  (f).  With  scissors  make  hole 
in  middle  of  this  edge;  in  middle  of  lower  edge  of  left- 
hand  triangle  (e). 

Cut  from  one  hole  into  the  other. 

Find  two  triangles  at  lower  corner. 

Find  upper  edge  of  right  triangle  (h). 

Make  hole  in  middle  of  upper  edge. 


23 


Cut  from  right  end  of  upper  edge  to  hole.  Fold  corner 
thus  made  to  left  end  of  upper  edge  of  right  triangle. 

Cut  and  fold  left  triangle  (g)  to  correspond. 

Make  right  corner  of  entire  square  correspond  with  up- 
per corner.  Make  left  correspond  with  lower  corner. 

Pass  lower  corner  through  slit  in  upper  corner  and  un- 
fold. 

Pass  left  corner  through  slit  in  right  corner  and  unfold. 

SERIES  II. 
EXERCISE  XVII. 

First  Measuring  Exercise. 

We  now  come  to  the  use  of  the  ruler.  If  possible,  secure 
rulers  that  have  only  the  whole  inches  marked.  If  these 
cannot  he  had  by  all  means  do  not  take  one  with  smaller 
divisions  than  quarters,  for  these  divisions  are  very  con- 
fusing to  the  child. 

Strips  of  heavy  bristol  board  one  inch  wide  and  the 
desired  length  make  very  good  rulers  for  beginners.  By 
using  these  the  teacher  may  mark  them  to  suit  herself  and 
thus  have  several  sets,  one  marked  in  whole  inches,  another 
in  wholes  and  halves,  and  still  another  marked  in  wholes, 
halves  and  quarters. 

These  may  be  placed  in  the  hands  of  the  children  as 
they  progress  in  the  work. 

The  first  exercise  with  the  ruler  is  nothing  more  than 
the  drawing  of  lines ;  as,  for  example,  draw  four  lines  each 
two  inches  long,  four  more  each  three  inches,  four  more 
each  four  inches,  and  so  on  up  to  six. 

How  many  of  the  two-inch  lines  may  be  made  of  the 
six-inch  line?  Of  the  four-inch  line?  Of  the  three-inch 
line?  How  many  of  the  three-inch  lines  may  be  made  of 
the  six-inch  line?  The  six-inch  line  is  how  much  longer 
than  the  four-inch  line?  This  questioning  may  be  carried 
on. 

23 


To  Make  a  Square  Corner. 

In  order  to  draw  a  perfect  square  or  oblong  the  child 
must  be  taught  to  draw  a  perfect  corner. 

To  do  this  draw  a  straight  line  half  way  across  your 
paper  from  front  to  back.  Place  left  end  of  ruler  upon  this 
line  with  back  left  corner  of  ruler  touching  back  end  of  line. 
Draw  from  the  end  of  this  line  along  the  back  edge  of  the 
ruler. 
Drawing  Showing  Position  of  Ruler. 

Give  practice  with  this  exercise,  letting  the  given  line 
run  in  various  directions. 

It  will  be  observed  that  we  come  to  the  terms  "front" 
and  "back"  edges.  The  edge  of  the  paper  directly  in  front 
or  the  edge  nearest  the  front  edge  of  the  desk  is  called  the 
"front  edge."  The  opposite  edge  is  called  the  back  edge. 

A  right  triangle  cut  of  heavy  straw  board  is  very  help- 
ful in  the  drawing  of  squares  and  oblongs. 


Place  triangle  on  paper  and  draw  corner.  To  extend 
lines  place  the  ruler  as  in  first  exercise  and  draw  desired 
length.  The  triangle  is  then  again  placed  in  corner  so  that 
one  edge  coincides  with  line  drawn  and  corner  completed 
by  drawing  down  the  other  side  of  triangle  as  shown  above. 

In  the  next  eighteen  exercises  nothing  but  the  whole 
inch  is  used.  This  does  not  include  all  of  the  whole  inch 
exercises  to  be  found  in  the  book,  but  only  the  more  sim- 
ple ones,  the  more  complicated  inch  exercises  being  placed 
later  in  the  course. 


Children  must  not  be  forced  into  models  that  are  beyond 
them. 

The  plan  of  the  work  is  to  carry,  as  far  as  possible,  the 
square  and  cubic  measurements  in  connection  with  the 
linear. 

EXERCISE  XVIIL 

Paper  Chain. 

For  decorating  the  schoolroom. 

Material — Drawing  paper,  9x12  inches. 

Dictation — Place  paper  on  desk  with  long  edges  at  front 
and  back.  Place  ruler  on  back  edge  of  paper,  left  end  coin- 
ciding with  left  edge  of  paper.  Place  dot  at  i-inch  mark, 
at  2,  3,  4.  5,  6,  7,  8,  9,  10  and  n-inch  marks. 

In  the  same  manner  place  dots  on  front  edge. 

Connect  opposite  dots  by  straight  lines.  Cut  along  these 
lines,  making  twelve  i-inch  strips. 

Fold  the  ends  of  each  strip  together.  Crease.  Cut 
along  the  crease,  thus  dividing  each  strip  in  half. 

Take  one  strip ;  paste  one  end  over  the  other,  making  a 
ring. 

Pass  the  next  strip  through  this  ring,  pasting  the  ends 
in  the  same  manner. 

Proceed  in  this  way  until  all  the  strips  have  been  used. 


EXERCISE  XIX. 

Paste  Trays. 

Made  in  connection  with  construction  work. 
Material — Heavy  drawing  paper. 

Dictation — Draw  and  cut  out  2-inch  squares,  3.  4,  5  and 
6-inch  squares.     Pinch  edges  of  corners  together.     Do  not 

95 


destroy  these  trays  nor  throw  into  the  waste  basket,  buJ 
send  them  to  the  various  upper  grades  to  be  used. 

Children  will  always  take  more  interest  and  will  make 
better  what  they  know  is  to  be  put  to  some  use. 

Do  not  fail  to  get  a  lesson  in  comparison  from  this  exer- 
cise. 


EXERCISE  XX. 

Color  Exercise. 

Material :     Four  shades  of  colored  paper. 
Dictation:     Draw  and  cut  out  4-inch,  3-inch,  2-inch  and 
I -inch  squares. 

Arrange  and  paste  according  to  shades. 


EXERCISE  XXI. 

Postage  Stamp  Holder, 

Made  in  connection  with  Christmas  work. 

Material :     Colored  kindergarten  paper. 

Dictation :     Draw  and  cut  out  5-inch  square. 

For  folding  see  dictation  for  seed  envelope,  Exercise  II. 


EXERCISE  XXH. 

Cornucopia. 

Made  in  connection  with  Christmas  work. 
Material :     A  light  quality  of  bristol  board. 
Dictation :     Draw  and  cut  out  7-inch  square. 
Fold  and  paste  in  shape  of  cornucopia.     Suspend 
by  a  cord.     Used  for  scraps  of  paper. 

26 


EXERCISE  XXm. 

Made  in  connection  with   science  work.     Use  various 
sized  squares  of  bristol  board  for  mounting  autumn  leaves. 


Select  those  of  a  size,  cut  slits  in  corners  and  with  rib- 
bon string  so  that  one  hangs  just  above  the  other. 
In  this  way  six  or  eight  may  be  strung  together. 


EXERCISE  XXIV. 

Made  in  connection  with  science  work.     Use  various 
sized  oblongs  for  mounting  specimens  of  seeds  carried  by 


the  wind,  and  by  animals  such  as  burrs  of  various  kinds. 

Hang  these  as  were  the  squares  on  which  the  leaves 
were  mounted. 


Mat. 


EXERCISE  XXV. 


Made  as  a  gift. 

Material:    A  g-inch  square  of  paper;    an  oblong  piece 
9x7  inches. 

27 


Dictation :  Lay  square  upon  desk.  Find  back  right 
corner.  One  inch  from  this  corner  on  right  edge  place  a 
dot.  Find  back  left  corner.  One  inch  from  this  corner  on 
left  edge  place  a  dot.  Connect  these  dots  by  a  straight  line. 

In  the  same  manner  draw  a  line  one  inch  from  the  front 
edge  of  the  paper. 

Place  ruler  on  the  first  line  drawn  so  left  end  of  ruler 
coincides  with  left  edge  of  paper.  Place  a  dot  on  the  line 
at  the  i-inch  mark ;  at  the  2,  3,  4,  5,  6,  7  and  8  inch  marks. 

In  the  same  manner  place  dots  i  inch  apart  on  the  other 
line  which  has  been  drawn. 


Connect  opposite  dots  by  straight  lines. 

Cut  along  the  above  lines  with  scissors. 

Place  oblong  paper  on  desk  with  short  edges  at  from 
and  back. 

Place  ruler  along  back  edge  of  paper  with  left  end  of 
ruler  coinciding  with  left  edge  of  paper. 


Place  dot  at  the  i-inch  mark ;  at  the  2,  3,  4,  5  and  6  inch 
marks. 

In  the  same  manner  place  dots  on  the  front  edge  of 
paper. 

Connect  opposite  dots  by  straight  lines.  Cut  along 
these  lines,  making  seven  i-inch  strips. 

Weave  the  first  strip  through  openings  in  the  square, 
first  under  and  then  over  the  strips  in  it,  alternately.  Weave 
the  next  strip  over  and  then  under  and  so  on  until  the  seven 
strips  are  woven  in. 

When  the  weaving  is  complete,  draw  the  ends  of  the 
strips  all  through  on  the  same  face  of  the  mat  and  paste. 


EXERCISE  XXVL 

Woven  May  Basket. 

Made  for  the  i  st  of  May. 

Material:  Two  oblongs  of  paper,  contrasting  colors,  12 
inches  by  5. 

Dictation :  Hold  one  oblong  by  the  short  edges.  Fold 
short  edges  together.  Crease.  Lay  on  desk  so  creased  edge 


is  at  front.  Draw  straight  line  across  paper  I  inch  from 
back  edge.  (See  mat.)  On  this  line  place  dots  I  inch 
apart.  (See  mat.)  Place  dots  I  inch  apart  on  creased  edge. 
Connect  dots  on  line  with  opposite  dots  on  crease  by 
straight  lines. 

29 


Cut  from  crease  along  these  lines. 

Repeat  the  above  dictation  for  the  other  oblong. 

Place  one  oblong  upon  the  other,  so  that  the  cuts  upon 
one  are  at  right  angles  to  those  upon  the  other.  Begin 
to  weave  at  closed  edge.  Weave  in  the  same  manner  as  mat, 
only  these  strips  being  double,  separate  each  strip,  slipping 
one  through  the  other  alternately. 

When  weaving  is  completed,  insert  fingers  into  open 
corner  and  spread  apart  into  basket  form. 

Cut  handle  of  any  desired  width  and  length  and  paste  on 
at  two  lower  corners. 


EXERCISE  XXVII. 
Thread-Winder. 

Made  in  connection  with  Christmas  work. 

Material :    A  light  quality  bristol  board. 

Dictation :  Draw  4-inch  square.  One  inch  from  back, 
'right  corner,  along  back  edge,  place  a  dot ;  I  inch  above 
front,  left  corner,  place  a  dot.  Connect  the  two  dots  by 


straight  line.  One  inch  below  back,  right  corner,  place  a  dot : 
i  inch  from  front,  left  corner,  along  front  edge,  place  a  dot. 
Connect  the  two  dots  by  straight  line.  Repeat  exercise 
with  back,  left  and  front,  right  corners  Cut  out 

triangles. 

80 


EXERCISE  XXVin. 

Basket. 

Made  in  connection  with  story  of  Red  Riding  Hood. 

Material :    A  light  quality  bristol  board. 

Dictation  :  Draw  an  oblong  6  inches  by  4  inches.  Place 
oblong  with  6-inch  edges  parallel  with  front  edge  of  desk. 

Along  the  four  edges  of  oblong  place  dots  i  inch  apart. 
Connect  corresponding  dots  on  back  and  front  edges  by 
straight  lines.  Connect  corresponding  dots  on  right  and 
left  edges  by  straight  lines. 

There  are  four  rows  of  inch  squares. 

How  many  inch  squares  in  one  row  ?  Two  rows  ?  Three 
rows?  Four  rows?  How  many  inches  half-way  around 
oblong? 


Draw  a  line  equal  to  the  length  of  the  two  short  edges 
of  the  oblong. 

Draw  a  line  equal  to  the  length  of  the  two  long  edges  of 
the  oblong. 

How  much  longer  is  the  oblong  than  it  is  wide? 

In  this  exercise  an  attempt  has  been  made  to  bring  out 
the  idea  of  square  inch.  Give  numerous  exercises  of  this 
kind. 

Crease  back  edge  of  front  rows  of  inch  squares.  Crease 
front  edge  of  back  row  of  inch  squares.  Crease  left  edge 
of  right  row  of  inch  squares.  Crease  right  edge  of  left  row 
of  inch  squares. 

Find  back,  right  inch  square.    Cut  along  entire  left  edge 

31 


of  this  square.  Find  back,  left  inch  square.  Cut  along 
entire  right  edge  of  this  square.  Repeat  exercise  with  front, 
right  and  left  squares.  Fold  into  basket  form  and  paste 
inch  squares  on  inside  of  basket.  Draw  and  cut  out  an 
oblong  6  inches  by  1-2  inch.  Paste  ends  of  oblong  on  center 
of  sides  of  basket. 


EXERCISE  XXIX. 
Seed  Box. 

Made  in  connection  with  science  work. 
Material :    A  light  quality  bristol  board. 
Dictation  :     Draw  5-inch  square. 


Repeat  dictation  as  given  for  Basket  (Ex.  28). 
Make  cover  for  box  by  repeating  whole  dictation. 


EXERCISE  XXX. 
Eight  Cubic  Inch  Box. 

Material :    Ordinary  drawing  paper. 

Made  in  connection  with  the  study  of  soils. 

Draw  a  6-inch  square  and  place  points  on  right  and  lett 
edges,  front  and  back  two  inches  from  corners.  Connect 
dots  by  straight  lines. 

Cut  along  front  edges  of  squares  in  back  corners  and 
along  back  edges  of  squares  in  front  corners. 

Crease,  fold  and  paste. 


32 


One  Cubic  Inch  Box. 


In  making  the  "One  Cubic  Inch  Box,"  draw  a  3-inch 
square  and  place  points  I  inch  from  corners. 

The  i-inch  box  is  made  in  connection  with  the  8-inch 


box,  so  that  the  soil  may  be  measured  by  the  cubic  inch. 
Eight  of  the  small  boxes  may  be  made  to  fit  in  the  large  one. 


EXERCISE  XXXI. 

May  or  Christmas  Basket. 

Draw  a  5-inch  square. 

Instead  of  pasting  flaps  on  inside,  as  in  Ex.  29,  turn 
outward  and  tie  at  corners,  as  shown  in  completed  drawing 

Cut  handle  7  inches  by  1-2  inch. 


What  is  the  distance  half-way  around  this  square? 
What  is  the  distance  around  the  square?    (Perimeter  oi 
square.) 


How  long  is  the  basket  when  finished? 

How  much  longer  is  the  working  drawing  of  the  bas- 
ket than  the  completed  basket? 

How  many  square  inches  in  the  bottom  of  the  basket? 

Make  the  working  drawing  for  a  basket  that  shall  be 
two  inches  square  when  completed  and  one  inch  deep. 


EXERCISE  XXXII. 
Circle-Maker. 

Made  and  used  in  connection  with  constructive  work. 

Material :     Straw  board. 

Dictation :  Draw  oblong  7  inches  by  I  inch.  Place 
oblong  with  7-inch  edges  parallel  with  front  edge  of  desk. 
Along  back  and  front  edges  place  dots  I  inch  apart,  be- 


ginning about  1-2  inch  from  left  edge.  Connect  corre- 
sponding dots  by  straight  lines.  With  scissors  perforate 
first  intersecting  line  in  the  center  (XXV.).  Place  pencil 
point  thru  perforation.  Place  pin  on  center  of  one  in- 
tersecting line.  Use  pin  as  pivot  and  swing  pencil  around 
it.  The  distance  between  pencil  and  pin  is  the  radius  of 
circle. 

In  exercises  with  circle-maker  children  learn  circumfer- 
ence, diameter  and  radius  of  a  circle.  We  also  find  here 
another  excellent  exercise  in  comparison  of  circles. 


EXERCISE  XXXIIL 
Color  Exercise. 

Material :    Three  shades  of  colored  kindergarten  paper. 
Dictation :    Draw  and  cut  out  6-inch,  4-inch  and  2-inch 
circles.    Arrange  and  paste  according  to  shades. 

34 


Children  very  soon  learn  that  when  asked  to  draw  a  six- 
inch  circle  three  inches  are  needed  on  the  circle-maker. 
Four-inch  circle,  two  inches,  etc. 


In  this  way  many  of  these  exercises  afford  excellent 
drill  in  finding  one-half  of  various  numbers. 


EXERCISE  XXXIV. 
Pin-Holder. 

Material :     Manilla  paper. 
Draw  a  7-inch  square. 
Find  center  by  drawing  diagonals. 
Inscribe  a  6-inch  circle. 


Bisect  right  and  left  edges  of  square  and  draw  hori- 
zontal diameter.  Allow  small  flap  for  paste. 

Cut  semi-circle  and  paste  into  a  cone  shape. 

Explain  thoroughly  what  is  meant  by  "  diagonals"  and 
the  term  "bisect." 


In  many  of  the  following  exercises  circles  are  drawn 
within  squares. 

By  doing  this  the  circle  is  more  accurately  bisected  by 
placing  the  ruler  across  points  bisecting  the  square. 

The  center  of  any  square  may  be  easily  found  by  draw-- 
ing just  enough  of  the  diagonals  to  have  the  lines  cross. 


EXERCISE  XXXV. 
Color  Exercise. 

Material :     Four  shades  colored  kindergarten  paper. 
Dictation :     Draw  and  cut  out  a  6-inch  circle,  4-inch 
square,  2-inch  circle  and  i-inch  square. 
Arrange  and  paste  according  to  shades. 


EXERCISE  XXXVI. 


Basket. 

Draw  a  6-inch  square. 

Points  are  placed  two  inches  from  corners  and  con- 
nected by  straight  lines,  as  in  Ex.  27. 

Allow  for  paste  flaps,  as  shown  in  working  drawing. 

The  above  exercise  may  be  worked  out  by  the  pupils- 
Place  before  them  the  completed  basket. 

If  they  cannot  see  its  construction  allow  them  to  take 
it  apart. 

The  thread-winder  will  at  once  be  recognized. 

Draw  handle  8  by  1-2  inches. 

SERIES  III 

In  this  series  of  models  the  inch  and  half  inch  have  been 
used.  New  work  is  so  gradually  presented  that  no  difficulty 
will  be  experienced. 

It  is  not  intended  that  the  teacher  shall  give  the  dicta- 
tions just  as  outlined  in  this  little  book.  These  are  only  a 
suggestion  as  to  what  may  be  clone  along  this  line. 

"Time"  is  a  very  important  factor  to  the  teacher  of  the 
ordinary  public  school.  It  is  not  necessary  that  the  teacher 
in  every  lesson  give  her  time. 

The  dictation  may  be  written  on  the  board  before  school 
and  the  pupils  allowed  to  follow  it,  thus  making  them  less 
dependent,  as  well  as  receiving  the  drill  in  reading  script. 

Then,  too,  the  working  drawing  may  be  placed  on  the 
board  with  the  length  of  each  line  marked  and  the  pupils 
again  allowed  to  work  independently. 

After  the  first  steps  of  this  work  have  been  thoroly 
done  put  before  the  children  the  completed  model. 

Have  them  examine  it. 

Let  a  number  of  them  go  to  the  board  and  draw  the 
shape  as  it  would  appear  if  unfolded. 

Be  sure  that  all  can  see  the  construction  (take  apart  if 

37 


necessary),  and  then,  without  dictation,  have  them  make 
a  working  drawing. 

By  working  in  this  way  the  child  is  required  to  put 
forth  his  very  best  thinking  powers,  thus  strengthening  his 
ability  to  construct. 


EXERCISE  XXXVIL 
Thread-Winder. 

Made  in  connection  with  Christmas  work. 
Material :  A  light  quality  bristol  board. 
Dictation  :  Draw  4-inch  square. 

Repeat  dictation  for  thread-winder  as  given  ;in  exercise 
27,  using  half  inches  in  place  of  inches. 


EXERCISE  XXXVm. 
Circle-Maker. 

Made  and  used  in  connection  with  constructive  work. 
Material:    Straw  board. 

Dictation  :    Draw  an  oblong  7  inches  by  1-2  inch.  Place 
oblong  with  7-inch  edges  parallel  with  front  edge  of  desk. 


•   f  •  4  •  \ 


Along  back  and  front  edges  of  oblong  place  dots  i  inch 
apart.  Connect  corresponding  dots  by  straight  lines.  (See 
Ex.  32.) 

38 


The  dotted  half  inch  at  either  end  allows  for  the  full  use 
of  six  inches. 

The  dots  placed  thru  center  mark  the  half  inches. 


EXERCISE  XXXIX. 
Paste  Tray. 

Made  in  connection  with  construction  work. 

Material :  Drawing  paper  or  light  quality  of  bristol 
board. 

Dictation  :  Draw  an  oblong  4  inches  by  3  inches.  One- 
half  inch  from  each  corner  along  each  edge  place  a  dot. 

Connect  the  corresponding  dots  by  straight  lines,, 

Draw  diagonal  lines  across  the  corners. 


Crease  inside  lines.  Cut  diagonal  lines  (see  Ex.  31).  Fold 
in  shape  and  paste  one  part  of  square  on  inside,  the  other 
on  the  outside.  This  makes  a  firm  corner. 

For  number  work  see  Ex.  31. 


EXERCISE  XL. 

Oblong  Comb  Case. 

Material :     Bristol  board. 

Draw  an  oblong  8  inches  by  6  inches. 

Place  long  edge  parallel  with  edge  of  desk. 

On  front  edge  and  one  and  one-half  inches  from  front 
right  corner  place  a  dot.  Place  a  point  opposite  on  back 
edge  and  connect  dots  by  a  straight  line. 

Repeat  dictation  for  opposite  side. 

39 


Place  dots  along  right  and  left  edges  one  and  one-half 
inches  apart  and  connect  corresponding  dots. 

Cut  away  upper  right  and  left  squares. 

Crease  remaining  lines  and  cut  heavy  ones. 

Fold  squares  inside  and  paste  to  front  and  back  of 
model. 


Number  Work. 

How  much  longer  is  this  working  drawing  than  it  is 
wide  ?  8-6. 

One  long  edge  is  8  inches,  draw  a  line  equal  in  length  to 
the  two  long  edges  put  together.    8+8;  8X2. 

Draw  a  line  equal  in  length  to  the  two  short  edges  put 
together.  How  long  is  it?  6+6;  6X2. 

Draw  a  line  equal  in  length  to  one-half  the  distance 
around  the  oblong.  How  long  is  it?  8+6. 

What  is  the  entire  distance  around  the  oblong?  14+14; 
14X2. 

Since  dots  are  placed  i  1-2  inches  from  corners  on  front 
and  back  edges  how  long  is  the  comb  case  when  finished? 
8— (i  i -2+ 1  1-2.) 

Since  dots  are  placed  i  1-2  inches  apart  on  right  and 
left  edges,  how  many  such  divisions  are  there  on  each  edge? 

How  wide  is  the  completed  box? 

How  much  longer  is  the  completed  box  than  it  is  wide? 

Ask  the  same  questions  in  regard  to  the  completed  box 
as  were  asked  above,  in  connection  with  the  working  draw- 
ing. 

Make  the  working  drawing  for  a  box  that  when  finished 
shall  be  4  inches  long,  3  inches  wide  and  i  inch  deep. 

40 


EXERCISE  XLI. 

Have  pupils  examine  the  model.  Let  a  number  of  them 
go  to  the  board  and  draw  the  shape  as  it  would  appear  if 
unfolded. 


Be  sure  that  all  can  see  the  construction,  and  then,  with- 
out dictation,  have  them  draw  tne  diagram. 

Cut,  fold  and  tie  the  squares,  excepting  one  face  with 
a  loop  for  hanging. 


EXERCISE  XLIL 
Meaenko's  Home. 

Roof. 

Material :  Ordinary  drawing  paper,  with  the  roof  col- 
ored with  crayon  of  the  desired  colors  to  give  it  the  ap- 
pearance of  straw  or  reeds. 

Made  in  connection  with  literature  taken  from  "Seven 
Little  Sisters." 

Within  a  7-inch  square  inscribe  a  6- inch  circle.  Bisect 
left  and  front  edges.  Show  quarter  circle  and  cut  away. 
This  forms  the  roof.  Allow  cut  edges  to  overlap  about  one- 
half  inch. 

Sides. 

Draw  an  oblong  10  inches  by  2  1-2  inches. 

On  the  right  and  left  edges  and  one-half  inch  from  the 
back  corners  place  dots. 

Connect  these  dots  by  a  straight  line. 

41 


On  the  back  edge  of  the  original  oblong  place  dots  one- 
half  inch  apart ;  connect  these  with  dots  placed  on  the  line 
below.  Cut  away  every  other  half  inch  square,  as  shown 
in  the  drawing.  Paste  in  the  form  of  a  cylinder,  allowing 
flaps  to  fold  inward.  Paste  roof  to  these  flaps. 

For  number  work  see  Exercise  31. 


In  drawing  circles  the  diameter  is  always  given,  letting 
the  child  find  for  himself  the  radius  or  the  distance  required 
on  circle-maker  to  describe  the  circle ;  thus  a  6-inch  circle 
calls  for  3  inches  on  circle-maker. 


EXERCISE  XLffi. 
Weather  Record. 

From  the  first  day  of  shool  children  are  expected  to 
bring  in  the  weather  report  as  observed  by  them  on  their 
way  to  school. 

This  report  is  kept  on  a  sheet  of  bristol  board  in  desks 
of  colored  paper  of  various  shades. 

Bright  yellow  indicates  a  sunny  day,  while  a  shade 
darker  indicates  a  fair  day,  and  pale  yellow  is  used  to  show 
the  phases  of  the  moon. 

The  light  drab  indicates  clouds,  while  the  shade  darker 
indicates  rain.  Small  circles  of  white  pasted  on  the  other 

42 


colors  indicates  frost,  while  a  fraction  of  one  of  the  disks  of 
white  indicates  snow. 

Small  arrows  of  red  indicate  the  direction  of  the  wind 
(see  page  70). 

Twenty  straight  lines  are  drawn  at  the  left  half  of  bristol 
board  and  divided  into  degrees.  The  date  for  each  day  of 
the  month  is  placed  at  upper  end  of  line.  Trace  with  a 
colored  pencil  the  reading  of  the  thermometer  each  day, 
as  shown  in  drawing. 

Two  colored  crayon  pictures  are  made  each  month  to 
show  the  changes  in  the  landscape. 

These  are  pasted  just  below  the  weather  record. 

The  children  cut  the  disks  used  in  keeping  the  record. 

If  the  beginning  of  the  day  is  sunny  a  bright  yellow  disk 
is  pasted  in  the  square  for  that  day.  If  at  noon  it  should 
be  only  fair  a  half  disk  of  the  darker  yellow  is  pasted  over 
this  bright  yellow,  etc. 

At  the  close  of  each  week  and  month  questions  like  the 
following  are  asked : 

How  many  clear  days  were  there  this  week?  How 
many  fair?  How  many  cloudy?  How  many  more  clear 
days  than  cloudy?  How  many  clear  and  rainy  days  to- 
gether? How  many  more  rainy  days  than  cloudy? 

Ask  same  questions  for  month. 

How  many  frosts  during  the  month?  How  many  de- 
grees warmer  or  colder  is  to-day  than  yesterday? 

Compare  one  week  with  another. 

Compare  one  month  with  another. 

How  many  days  did  the  wind  come  from  the  south, 
north,  east,  west? 

What  wind  generally  brings  rain? 

What  wind  generally  brings  snow? 

Observe  the  effect  of  cloudiness  upon  frost. 


43 


EXERCISE  XLIV. 

Have  pupils  examine  the  model. 

Let  a  number  of  them  go  to  the  board  and  draw  the 
shape  as  it  would  appear  if  unfolded. 


Be  sure  that  all  can  see  the  construction  and  then,  with- 
out dictation,  have  them  draw  the  diagram. 

Cut,  fold  and  tie  the  sides,  as  shown  in  drawing  below. 


EXERCISE  XLV. 

Have  pupils  examine  the  model. 

Let  a  number  of  them  go  to  the  board  and  draw  the 
shape  as  it  would  appear  if  unfolded. 

Be  sure  that  all  can  see  the  construction  and  then,  with- 
out dictation,  have  them  draw  the  diagram. 


Cut,  fold  and  tie  the  sides  as  shown  in  drawing  below 
For  upright  part  of  this  model  see  Exercises  27,  36,  37 
and  44. 


44 


EXERCISE  XLVL 
Wind  Mill. 

Made  in  connection  with  science  work. 

Material :     Heavy  drawing  paper. 

Dictation :  Draw  and  cut  out  5-inch  square.  Connect 
by  straight  line  the  back,  left  and  front  right  corners.  Con- 
nect by  straight  line,  the  back  right  and  front  left  corners. 

In  this  exercise  children  learn  the  diagonals  of  a  square. 


Find  center  of  square.  Place  pin  of  circle-maker  on 
center  and  draw  i-inch  circle. 

From  the  four  corners  of  square  cut  along  the  lines  to 
circumference  of  circle. 

Turn  every  other  point  to  the  center  and  hold  in  place 
with  a  pin. 

From  heavy  pasteboard  make  an  oblong  7  inches  by  1-2 
inch. 

Use  this  oblong  for  handle  of  wind-mill. 


EXERCISE  XLVIL 

Cylinder. 

Material :    A  light  quality  of  bristol  board. 

Dictation :  Draw  an  oblong  6  inches  by  7  inches.  Cut 
out  and  paste  6-inch  edges  together. 

Draw  and  cut  out  two  2-inch  circles,  or  place  cylinder 
upright  on  paper  and  draw  around  to  find  size  of  ends,  leav- 
ing laps  on  circles  for  pasting. 

45 


Place  circles  at  top  and  bottom  of  cylinder,  pasting  laps 
on  the  inside. 


EXERCISE  XLVHI. 
Puritan  Cradle. 

Made  in  connection  with  Thanksgiving  work. 

Material :    A  light  quality  of  bristol  board. 

Dictation :  Draw  an  oblong  6  inches  by  9  inches.  Place 
oblong  with  6-inch  edges  parallel  with  front  edge  of  desk. 

Place  dots  2  and  4  inches  from  back,  right  corner,  along 
right  edge.  Repeat  exercise  with  back,  left  corner.  Con- 
nect corresponding  dots  on  right  and  left  edges  by  straight 


lines ;  I  inch  from  front,  right  corner,  along  right  edge,  place 
a  dot.  Repeat  exercise  with  front,  left  corner.  Connect  the 
two  dots  by  a  straight  line. 

Place  dots  I  and  2  inches  from  back,  right  corner,  along 
back  edge. 

Place  dots  I  and  2  inches  from  back,  left  corner,  along 
back  edge.  Repeat  exercise  with  front  edge  of  oblong. 

Connect  corresponding  do-fs  on  back  and  front  edges  by 


40 


straight  lines.  Crease  with  scissors  all  lines  on 

inside  of  oblong. 

From  back,  right  corner  follow  right  edge  downward  4 
inches.  Along  this  line  cut  2  inches  toward  center  of  ob- 
long. From  back,  left  corner,  follow  left  edge  downward  4 
inches.  Along  this  line  cut  2  inches  toward  center  of  ob- 
long. 

From  back,  right  corner  follow  right  edge  to  first  line. 
Cut  along  this  line  2  inches.  Remove  oblong  (2  inches  by 
i  inch)  found  in  back,  right  corner  of  large  oblong. 

Repeat  this  exercise  with  back,  left  corner.  From  front, 
right  corner  follow  front  edge  to  first  line.  Cut  along  this 
line  5  inches.  From  front,  right  corner  follow  right  edge 
to  first  line.  Cut  along  this  line  2  inches.  Repeat  this  ex- 
ercise with  front,  left  corner. 

Fold  and  paste  laps  on  inside. 

For  rockers,  draw  oblong  3  inches  by  I  inch.  Bisect 
right  and  left  edges.  Connect  points  of  bisection  with 
straight  line. 

Remove  1-2  inch  square  from  back,  right  and  left  cor- 
ners. 

Draw  bottom  of  rocker.    Cut  along  curved  line. 

Paste  on  bottom  of  cradle. 

For  number  work  see  previous  exercises. 


EXERCISE  XLIX. 

Indian  Wigwam. 

Made  in  connection  with  work  on  Hiawatha. 

Material :     A  light  quality  bristol  board. 

Dictation :     Draw  a  6-inch  square. 

Place  pin  and  pencil  6  inches  apart  on  circle-maker. 
Place  pin  on  front,  left  corner  of  square.  Place  pencil  on 
back,  left  corner  of  square. 

47 


Swing  pencil  to  front,  right  corner,  making  a  quarter- 
circle.  Place  pin  and  pencil  1-inch  apart  on  circle-maker. 
Place  pin  on  front,  left  corner.  Place  pencil  on  left  edge  and 
swing  to  front  edge  of  square,  making  a  quarter-circle. 

Draw  paste  flap  and  paste  as  shown  in  drawing. 

Cut  along  the  circumference  of  both  quarter  circles. 


When  thoroughly  dry  crease  to  give  the  appearance  of 
sticks  over  which  the  paper  is  stretched. 
Fold  tops  of  wigwam  back. 
If  decorations  are  desired  do  so  before  pasting. 


EXERCISE  L. 
Indian  Canoe. 

Material:  Ordinary  drawing  paper  streaked  with 
brown  Franklin  crayon,  as  shown  in  completed  object,  to 
give  it  the  appearance  of  birch  bark. 

Made  in  connection  with  Indian  work. 

Draw  an  oblong  8  by  4  inches  or  4  by  2  inches  for  small 
size. 

On  the  left  edge  and  1-2  inch  from  back,  left  corner 
place  a  dot. 

Repeat  for  back,  right  corner. 

On  left  edge  and  1-2  inch  from  front,  left  corner  place 
a  dot. 

Repeat  for  front,  right  corner. 


Using  these  dots  as  centers,  describe  four  3-inch  circles, 
as  shown  in  working  drawing. 

Cut  around  outer  edge  and  paste,  as  shown  in  completed 
object. 

For  the  smaller  canoe  take  one-half  the  dimensions  of 
the  larger. 


Number  Work  on  Canoe. 

The  oblong  is  8  inches  on  one  long  edge ;  what  is 
the  length  of  the  two  long  edges?  The  two  short  edges? 

How  much  longer  is  the  oblong  than  it  is  wide? 

The  length  is  how  many  times  the  width? 

The  width  is  what  part  of  the  length? 

What  is  the  distance  half-way  around  the  oblong?  What 
is  the  perimeter  of  the  oblong? 

There  are  four  3-inch  circles ;  what  is  the  length  of  two 
of  the  diameters?  Of  three?  Of  four? 

What  is  the  radius  of  each  circle? 

For  drill  in  number,  the  above  work,  by  the  use  of  rub- 
ber figures,  is  placed  on  bristol  board  similar  to  the  fol- 
lowing : 

8+8  equals — ?  8X2  equals — ?  4+4  equals — ?  4X2 
equals  — ?  4  is  what  part  of  8?  8+4  equals  — ?  12+12 
equals  — ?  12X2  equals  — ?  3X2  equals  — ?  3X3  equals 
—  ?  3X4  equals  — ?  1-2  of  3  equals  — ?  12  is  1-2  of  — ? 
8  is  1-2  of  — ?  4  is  1-2  of  — ?  i  1-2  is  1-2  of  — ? 


49 


EXERCISE  LI. 

Puritan  Hat. 

Made  in  connection  with  Thanksgiving. 

Material :  A  light  quality  of  bristol  board  or  ordinary 
drawing  paper. 

Draw  a  4  1-2  inch  square. 

With  4^  inches,  4  inches  and  2  inches  on  circle-maker 
inscribe  quarter  circles  from  back,  right  corner,  as  shown 
in  drawing.  Draw  paste  flap  outside  of  square. 

Cut  around  circumference  of  4  1-2  inch  and  2  inch  quar- 
ter-circles. 

This,  when  pasted,  forms  the  crown. 

Slash  bottom  of  crown  upward  to  circumference  above. 


For  top  of  crown  place  small  end  on  paper  and  draw 
around. 

Draw  four  paste  flaps,  cut  and  paste  flaps  on  inside. 

Draw  a  2-inch  circle  within  4-inch  circle.  Cut  around 
circumference  of  both  circles.  Use  the  circular  figure  for 
rim  of  hat. 

Fold  laps  on  crown  outward. 

Slip  rim  over  crown  and  paste  not  only  flaps  to  under- 
side of  rim  but  also  edges  of  crown.  By  pasting  edges  of 
crown  at  this  time  it  may  be  made  to  exactly  fit  the  open- 
ing of  rim.  Paste  in  top  of  crown. 

Cut  another  rim  and  paste  beneath  the  first,  thus  giving 
the  under  part  of  the  rim  a  more  finished  appearance. 


50 


EXERCISE  LIL 

Napkin  Ring. 

Made  in  connection  with  Thanksgiving  work. 

Material :  A  light  quality  of  bristol  board  or  ordinary 
drawing  paper. 

Dictation :  Draw  and  cut  out  an  oblong  6  inches  by  2 
inches.  Lap  ends  and  paste  together. 


Draw  and  cut  out  two  oblongs  6  inches  by  1-2  inch. 

Place  one  small  oblong  around  outside  of  ring,  close  to 
its  upper  edge.  Lap  ends  and  paste. 

Place  one  small  oblong  around  outside  of  ring  close  to 
its  lower  edge.  Lap  short  edges  and  paste. 


Pail. 


EXERCISE  LIIL 


Made  in  connection  with  story  of  Jack  and  Jill. 
Material :    A  light  quality  bristol  board. 
Dictation:     Draw  and  cut  out  oblong  61-2  inches  by 
inches.     Paste  short  edges  of  oblong  together. 


51 


Draw  and  cut  out  2-inch  circle  with  laps  for  pasting. 
Paste  bottom  on  pail. 

Draw  and  cut  out  oblong  6  inches  by  1-2  inch.     Paste 
handle  on  outside  of  pail. 


EXERCISE  LIV. 
Pan. 

Made  in  connection  with  the  Thanksgiving  work  and 
story,  Ugly  Duckling. 

Material :    A  light  quality  bristol  board. 
Dictation :     Draw  line  4  inches  long. 


On  this  line  draw  3-inch  semi-circle  within  4-inch  semi- 
circle. 

For  bottom  place  rim  on  paper  and  draw  around.  Allow 
for  paste  flaps,  as  in  Exercises  51  and  53. 


EXERCISE  LV. 
The  Three  Bowls. 

Made  in  connection  with  story  of  The  Three  Bears,  when 
told  in  advanced  first  or  beginning  second  grades. 

Material:    A  light  quality  bristol  board. 
Big  Bowl. 

Dictation  :    Draw  line  6  inches  long. 

Bisect  this  line.  On  this  line  draw  3-inch  semi-circle 
within  6-inch  semi-circle,  as  in  Exercise  54.  Cut  along 
circumferences  of  semi-circles. 

Paste  together  straight  edges.  Get  size  of  circle  for 
bottom  by  drawing  around  inside  of  bowl.  Draw  four  laps 

52 


on  small  circle.     Cut  out  and  paste  with  laps  on    inside 
of  bowl. 


Middle-sized  Bowl. 

Use   5-inch   line   and  3-inch   semi-circle   within   5-inch 
semi-circle. 
Little  Bowl. 

Use  4-inch   line   and  2-inch   semi-circle   within   4-inch 
semi-circle. 


EXERCISE  LVL 

Eskimo  Sledge. 

Made  in  connection  with  Eskimo  work. 

Material :     Heavy  quality  bristol  board. 

Dictation :    Draw  an  oblong  6  inches  by  9  inches. 

Place  oblong  with  6-inch  edge  parallel  with  front  edge 
of  desk.  One  inch  from  either  corner  along  back  edge 
place  a  dot;  i  inch  from  either  corner  along  front  edge 
place  a  dot.  Connect  corresponding  dots  by  straight  lines. 
Along  these  lines,  within  the  oblong,  place  dots  3  inches 
from  front  edge. 

Connect  these  dots  by  a  straight  line.  Along  same 
lines  within  oblong  place  dots  2^4  inches  from  back  edge. 
Connect  these  dots  by  a  straight  line. 

There  is  now  in  the  front  an  oblong  4  in.  by  3  in. ,  whose 
front  edge  is  formed  by  front  edge  of  large  oblong. 

Along  back  edge  of  this  oblong,  1-2  inch  from  either 
corner,  place  a  dot.  Repeat  with  front  edge.  Connect  cor- 
responding dots  with  straight  line. 

Find  front,  right  corner  of  large  oblong.  Two  inches 
from  this  corner,  along  right  edge,  place  a  dot. 

53 


Find  front,  right  corner  and  follow  front  edge  to  first 
line.  Two  inches  from  front  edge,  along  this  line,  place  a 
dot.  Connect  the  two  dots  by  a  straight  line.  Repeat  exer- 
cise with  front,  left  corner. 

Find  back,  right  coiner  of  oblong  21-2  inches  from 
this  corner ;  along  right  edge  place  a  dot.  Find  dot  i  inch 
from  back,  right  corner,  along  back  edge.  Connect  these 
two  dots  by  a  straight  line.  Repeat  this  exercise  with  back, 
left  corner  Cut  out  the  triangles  found  in  back  right 
and  left  corners  of  oblong.  Cut  out  small  oblong  (2  1-2 
inches  by  4  inches),  whose  back  edge  is  formed  by  back- 
edge  of  large  oblong.  Cut  out  smaller  oblong  (3  inches  by 


4  inches),  whose  front  edge  is  formed  by  front  edge  of  large 
oblong.  Find  front,  right  corner  of  oblong  and  follow  front 
edge  to  first  line.  Cut  along  entire  length  of  line.  From 
front,  right  corner  follow  right  edge  to  first  line  and  cut 
along  line,  removing  small  oblong.  Repeat  exercise  with 
front,  left  corner. 

Fold  runners  of  sledge  downward. 

Fold  back  of  sledge  upward  and  lace  together.  Fasten 
card  to  right  and  left  sides  of  seat. 

For  number  work  see  Exercise  50. 


EXERCISE  LVIL 

Bill  Holder. 

Material:    Bristol  board. 

Draw  an  oblong  n  1-2  inches  by  8  1-2  inches. 
Place  dots  and  connect  by  straight  lines,  as  shown  in 
drawing.     Cut  as  shown  in  drawing. 


Length  of  lines  marked  on  drawing  are  for  full  size  model. 


EXERCISE  LVIIL 

Triangular  Pyramid  Wall-Pocket. 

Material :  Light  quality  of  bristol  board  ordinary  draw- 
ing paper  or  mimeograph  paper. 

Made  for  the  purpose  of  teaching  the  equilateral  triangle. 

Present  model  and  then  unfold  to  show  that  all  sides 
and  the  large  triangle  of  \vhich  they  are  composed  are 
equilateral  triangles. 

Draw  a  line  6  inches  long. 

With  the  circle-maker  and  a  distance  equal  to  the  line 
just  drawn  draw  arcs  from  ends  of  line,  as  shown  in  the 


ngure.    i'lace  ruler  from  end  of  line  to  the  point  where  the 
arcs  intersect.     Draw  line. 

Bisect  all  edges  of  the  completed  triangle.    Join  all  ad- 


jacent points.    Draw  small  flap  for  paste.    Crease  lines  to 
be  folded  with  back  edge  of  scissors. 

Draw  a  number  of  equilateral  triangles  of  various  sizes. 


EXERCISE  LIX. 
Paper  Weight. 

One  Half  Size. 

This  is  one  of  the  early  exercises  in  the  construction  of 
equilateral  triangles.     See  Exercise  58. 
Paste  as  in  Ex.  58  first. 
Put  in  a  handful  of  pebbles  and  then  paste  top  down. 

60 


EXERCISE  LX. 

Toothpick  Holder. 

Material:   Light  quality  of  bristol  board,  ordinary  draw- 
ing paper  or  mimeograph  paper. 

See  Exercise  58.      Paste  or  tie  corners. 


Allow  angles  to  curve  outward  at  top. 


EXERCISE  LXL 

Card  Receiver  or  Fruit  Basket. 

Material :     Colored  bristol  board. 
Draw  an  8-inch  square.     Bisect  each  edge. 
Draw  part  of  diagonals  to  find  center.     From  center 
inscribe  a  4-inch  circle  within  a  6-inch  circle. 

Place  points  in  circumference  of  large  circle  just  oppo- 


site the  points  of  bisection.  By  using  the  circle- maker  and 
with  a  distance  equal  to  the  radius  of  large  circle,  draw  arcs 
across  the  circumference  above  and  below,  to  the  right  and 
left  of  the  lour  points  in  circumference.  This  divides  the 


57 


circumference  of  large  circle,  counting  the  four  points  first 
placed,  into  twelve  parts.  With  these  twelve  points  as 
centers  and  a  radius  equal  to  I  inch  inscribe  circles.  Cut 
around  the  outer  edge  of  figure,  and  cut  out  the  elliptical 
figures  inside. 

Allow  parts  to  overlap  about  1-8  of  an  inch,  and  paste. 

These  parts  may  be  tied  with  narrow  ribbon  or  colored 
yarn  instead  of  pasted. 


EXERCISE  LXIL 

Clock  Face. 

Made  in  connection  with  teaching  Time. 
Material :  A  light  quality  bristol  board. 
Dictation :  Draw  3-inch  circle  within  4-inch  circle. 


Draw  hands  and  place  figures  on  clock  face  by  dividing 
the  3-inch  circle  into  twelve  equal  parts  as  in  exercise  61. 
Place  Roman  numerals  in  proper  places. 


EXERCISE  LXIIL 

Christmas  Basket. 

Material :     Colored  bristol  board. 

Made  in  connection  with  Easter  or  Christmas. 

Draw  an  8-inch  square. 

Bisect  each  edge. 

From  center  inscribe  a  6-inch  circle.  Place  points  on 
circumference  of  circle  just  opposite  those  bisecting  square. 
With  each  of  these  points  as  a  center  draw  a  2-inch  circle. 


58 


Where  these  circles  cut  the  large  one  as  a  center,  draw 
other  2-inch  circles  as  shown  in  the  following  drawing. 


Cut  along  outside  edge. 

Cut  also  along  heavy  lines  and  crease  along  dotted  lines 
Fold  and  tie  corners  with  narrow  ribbon. 


EXERCISE  LXIV. 
May  Basket. 

This  exercise  is  the  same  as  Exercise  63  only  cut  differ- 
ently. 

The  square  drawn  in  the  center  is  done  by  placing  the 
ruler  across  the  points  where  the  middle  circle  bisects  each 


of  the  others  or  connects  I  and  2,  3  and  4,  5  and  6,  7  and  8. 

Cut  along  outer  edge  and  along  heavy  lines.     Crease 
edges  of  square  in  center  and  fold. 

Cut  handle  8  1-2  inches  by  1-2  inch. 


59 


EXERCISE  LXV. 

Card  Receiver. 

Material :     Colored  bristol  board  and  narrow  ribbon. 

Made  in  connection  with  Christmas. 

This  exercise  grows  out  of  Exercises  63  and  64. 

Connect  with  the  ruler  i  and  2  just  where  the  circles  in- 
tersect and  place  a  dot  on  the  circumference  of  each  of  the 


two  circles.  In  a  similar  manner  connect  3  and  4,  5  and  6, 
7  and  8.  Connect  dots  placed  by  dotted  lines  as  shown  it> 
drawing.  Cut  around  outer  edge  and  along  heavy  lines. 
Crease  along  dotted  lines  and  turn  back  9,  10,  11  and  12. 

Strengthen  legs  by  pasting  an  extra  piece  of  bristol 
beneath. 


For  Burned  Matches. 


EXERCISE  LXVL 


Material :     Colored  bristol  board  and  narrow  ribbon  or 
yarn  to  fasten  corners. 


eo 


Draw  a  /-in.  square.  Find  center  by  drawing  diagonals. 

From  center  inscribe  a  4-inch  and  a  /-inch  circle. 

Bisect  each  edge  of  square  and  place  dots  in  circumfer- 
ence of  small  circle  just  opposite  those  bisecting  the  square. 

Connect  dots  by  straight  lines,  allowing  the  lines  to  be- 
gin and  end  in  circumference  of  large  circle. 

Cut  away  triangles. 

Crease  lines  with  back  edge  of  scissors  and  turn  up. 

Tie  corners  with  colored  yarn  or  ribbon. 


EXERCISE  LXVH. 
Valentine  Envelope. 

Material :     Mimeograph  or  drawing  paper. 
Draw  an  oblong  8  by  12  inches. 
Place  long  edge  parallel  with  edge  of  desk. 
On  right  edge  of  oblong  and  2  inches  from  back  right 
corner  place  a  dot. 


Place  a  point  opposite  on  the  left  edge  and  connect  the 
two  by  a  straight  line. 

Repeat  with  front  right  and  left  corners,  placing  dots 
above  corners. 

On  back  edge  and  3  inches  from  upper  left  corner  place 
a  dot ;  place  a  point  opposite  on  front  edge.  Connect  by  a 
straight  line. 

61 


Repeat  dictation  for  upper  right  and  lower  right  corners. 

There  are  now  three  rows  of  oblongs  or  rectangles. 

Bisect  the  back  edge  of  the  middle  rectangle  of  the  back 
row. 

On  left  edge  of  this  middle  rectangle  and  £  inch  from 
lower  left  corner  place  a  dot  and  connect  by  a  straight  line 
with  the  dot  bisecting  the  back  edge. 

Repeat  dictation  for  lower  right  corner. 

Repeat  dictation  for  opposite  rectangle. 

Find  middle  rectangle  along  left  side  of  drawing. 

On  the  left  edge  and  i  inch  from  back  left  corner  place 
a  dot  and  connect  with  back  right  corner. 

On  the  left  edge  of  same  rectangle  and  I  inch  from 
front  left  corner  place  a  dot  and  connect  by  a  straight  line 
with  front  right  corner. 

Repeat  dictation  for  middle  rectangle  at  right  side. 

Cut,  crease  along  remaining  lines,  fold  and  paste. 


EXERCISE  LXVHI. 

American  Flag. 

Material :     Red,  white  and  blue  paper. 

Dictation :  Draw  and  cut  from  red  paper :  Four 
oblongs  6  inches  by  $  inch ;  three  oblongs  1 1  inches  by  ^ 
inch. 

Draw  and  cut  from  white  paper :  Three  oblongs  6 
inches  by  \  inch  three  oblongs  u  inches  by  £  inch. 

Draw  and  cut  from  blue  paper  an  oblong  5  inches  by 
3|  inches. 

Paste  blue  field  and  stripes  on  an  oblong  of  heavy  paper. 

Cut  out  free  hand  stars  for  flag.  Paste  them  on  blue 
field. 

Draw  and  cut  out  an  oblong  12  inches  by  £  inch  for  flag- 
staff. Paste  in  position. 


Cube. 


EXERCISE  LXIX. 


Material :     Ordinary  drawing  paper. 
Square  Prism. 


EXERCISE  LXX. 


Material :     Ordinary  drawing  paper. 


Triangular  Prism. 


EXERCISE  LXXL 


Material :     Ordinary  drawing  paper. 
In  cutting  allow  arcs  of  circle  for  paste. 


63 


EXERCISE  LXXIL 

Button-hook  Holder. 

Draw  an  oblong  8  inches  by  4^  inches. 

Place  the  long  edge  parallel  with  the  edge  of  desk. 

On  the  lower  edge  and  i^  inches  from  the  lower  left 
corner  place  a  dot ;  place  a  point  opposite  on  the  back  edge. 
Connect  by  a  straight  line.  Repeat  for  right  side. 


Place  dots  i-J  inches  apart  along  right  and  left  edges. 
Connect  corresponding  dots. 

There  are  now  three  squares  at  each  end  of  oblong. 

Draw  arcs  of  circles  in  middle  squares  by  using  a  radius 
equal  to  one  side  of  square.  Draw  equilateral  triangle. 

In  cutting  triangles  allow  flaps  for  paste  as  shown  in 
figure.  Crease  all  lines  with  back  edge  of  scissors. 

Cut  away  corner  squares.     Fold  and  paste. 


Comb  Case. 


EXERCISE  LXXin. 


Bisect  back  edge.     With  this  point  ox  oisection  as  a  centre 
describe  a  semi-circle,  construct  equilateral  triangle. 

64 


EXERCISE  LXXIV. 

King  Alfred's  Lantern. 

Material :     Bristol  board. 

Made  in  connection  with  Stories  of  Time. 

Present  the  completed  model  to  class  and  have  them 
tell  which  part  of  the  working  drawing  to  draw  first. 

If  necessary,  take  the  model  apart  in  order  that  they 
may  see  its  construction.  Draw  an  oblong  8  by  4  inches. 
Place  long  edge  parallel  with  edge  of  desk.  On  front  and 
back  edges  place  dots  1  inch  apart.  Connect  corresponding 
dots.  For  equilateral  triangles  see  Exercises  72  and  73. 

Number  the  oblongs  as  shown  in  working  drawing. 


In  each  oblong  construct  another  that  is  3  by  I  inch. 
Cut  away  these  oblongs  and  cut  other  of  red  tissue  paper 
4  by  i|  inches  and  paste  over  openings. 

On  triangles  2  and  4  draw  paste  flaps. 

On  front  edge  of  oblong  2.  construct  a  2-inch  square. 
The  paste  flap  on  front  edge  of  this  square  is  not  used  for 
paste,  but  prevents  the  door  from  being  pushed  into  the 
lantern.  Cut,  crease  and  paste.  Cut  along  back  edge  of 
triangle  4,  allowing  this  side  to  open  as  a  door. 

Paste  candle  holder  in  center  of  square  forming  the 
bottom.  The  door  is  tied  with  a  thread  or  piece  of  yarn. 


65 


EXERCISE  LXXV. 


May  Basket. 


Draw  a  6-inch  square. 

The  first  part  of  this  exercise  is  the  same  as  that  of  Ex- 
ercise 37,  the  points  being  placed  i£  inches  from  corners 
and  connected  by  straight  lines. 

With  a  distance  on  the  circle-maker  equal  to  the  base 
of  triangle  formed  at  each  corner  construct  an  equilateral 
triangle  in  the  square.  Cut,  crease,  fold  and  tie  at  corners. 

Cut  handle  8  inches  by  £  inch. 


EXERCISE  LXXVL 
May  Basket. 

By  presenting  the  completed  model  the  pupils,  with  very 
few  suggestions  from  the  teacher,  will  be  able  to  make  the 
working  drawing  of  this  basket. 

The  first  part  of  the  exercise  is  the  same  as  Exercise  58. 


In  constructing  the  triangles  on  the  outer  edges  use 
only  two  inches  on  the  circle  maker. 

Cut  along  outer  edges  and  dotted  lines. 
Cut  handle  J\  inches  by  £  inch. 


66 


EXERCISE  LXXVIL 
Waste  Holder. 

Material :     Light  quality  of  bristol  board. 
Draw  an  8-inch  square. 
From  center  inscribe  a  /-inch  circle. 
Bisect  right  and  left  edges  of  square. 
Place  points  in  circumference  opposite  the  points  of  bi- 
section. 


With  the  circle-maker  and  a  distance  equal  to  radius, 
draw  arcs,  cutting  circumference  above  and  below  points  of 
bisection.  Construct  hexagon. 

Join  all  opposite  points  dividing  the  hexagon  into  six 
equilateral  triangles. 

Number  triangles ;  back  triangle  is  No.  I,  back  right  No. 


2,  front  right  No.  3,  front  No.  4,  front  left  No.  5,  back  left 
No.  6.  Allow  part  of  No.  5  for  paste. 

Cut  away  the  remainder  of  5  and  all  of  6. 

Crease,  fold  and  paste. 

Cut  an  oblong  6  by  5  inches. 

Place  short  edge  parallel  with  front  edge  of  desk. 

Bisect  front  edge.  Mount  waste  holder  so  that  the  apex 
''s  one  inch  above  the  point  of  bisection. 


67 


EXERCISE  LXXVHI. 

"Spool  Box. 

Material:     A  light  quality  of  bristol  board. 

Dra\v  an  8-inch  square. 

Bisect  right  and  left  edges  of  square. 

From  center  of  square  inscribe  a  4-inch  and  a  /-inch 
circle. 

Place  dots  in  circumference  of  small  circle  just  opposite 
those  bisecting  right  and  left  edges  of  square. 

By  using  the  circle-maker,  with  a  distance  equal  to 
the  radius  of  the  small  circle,  draw  arcs,  cutting  the  circum- 
ference above  and  below  these  points  of  bisection. 

From  these  points  construct  a  hexagon. 


Number  the  left  corner  i,  the  back  left  2,  back  right  3, 
right  4,  front  5,  and  front  left  6. 

Join  with  the  ruler  points  I  and  3  and  draw  lines  from 
these  points  to  the  circumference  of  large  circle. 

Draw  corresponding  lines  from  points  2  and  4,  3  and  5, 
4  and  6,  5  and  i,  6  and  2. 

Crease  edges  of  hexagon  and  edge  to  be  turned  for  paste 
flap  with  back  edge  of  scissors.  Cut  away  the  part  of  the 
triangle  not  used  as  paste  flap. 

Turn  sides  up  and  paste. 

If  desired,  corners  may  be  tied  with  narrow  ribbon  or 
yarn,  as  shown  in  previous  models. 


68 


EXERCISE  LXXIX. 

Work  Box. 

Material :     Bristol-board. 

This  dictation  is  for  the  teacher  only. 

Teacher  presents  completed  model  to  class  and  with  the 
pupils  work  out  the  drawing  for  the  box. 

Draw  an  8^-inch  square. 

From  center  inscribe  a  5-inch  and  7^-inch  circles. 

Proceed  as  in  model  78. 

Connect  points  in  large  circumference  as  shown  in  fig- 
ure. 


Fold  and  sew  or  paste  edges  with  strips  of  paper  f  of  an 
inch  wide.  For  cover  of  box  draw  a  6-inch  square. 

Inscribe  a  5  i -8-inch  and  a  5  5-8-inch  circle. 

Repeat  drawing  of  box  for  cover. 

The  top  of  box  cover  must  be  1-8  of  an  inch  larger  than 
bottom  of  box. 


EXERCISE  LXXX. 

Thread  Box. 

Material :  Colored  bristol  board  and  ribbon  or  colored 
yarn  for  cornets. 

Draw  an  8-inch  square.      Bisect  each  edge. 

Draw  diagonals. 

From  center  inscribe  a  4-inch  and  a  7-inch  circle. 

Place  a  dot  at  each  point  in  the  circumference  of  the 
small  circle  where  it  is  intersected  by  the  diagonals.  Also 


69 


place  dots  in  circumference  of  small  circle  just  opposite  dots 
bisecting  edges  of  square.  This  divides  the  circumference 
of  small  circle  into  8  equal  parts. 

Connect  dots  by  straight  lines  and  number  as  shown  in 
above  figure. 


Join  with  the  ruler  points  I  and  4,  and  from  these  points 
draw  lines  to  the  circumference  of  large  circle. 

Repeat  with  points  2  and  5,  3  and  6,  4  and  7,  5  and  8, 
6  and  i,  7  and  2,  8  and  3. 

Crease  edges  of  the  octagon  and  cut  out  small  triangles. 

The  edges  may  be  sewed,  the  sides  only  tied  at  the  top, 
or  what  may  be  better,  allow  for  paste  flaps  as  shown  in 
working  drawing. 


EXERCISE  LXXXI. 

Chariot. 

Material :     Yellow  bristot  board. 
Made  in  connection  with  literature. 


Draw  2l/2 -inch  square. 

From  the  center  inscribe  a  2-inch  circle  and  one  a  little 
smaller. 


70 


Divide  inner  circle  into  eighths. 
See  Exercise  80 

Draw  cross-piece  3  inches  by  £  inch. 
Crease  £  inch  from  each  edge.     This  piece  when  folded 
over  may  be  pasted  to  center  of  wheel. 


'Box  of  Chariot. 

Take  dimensions  as  marked  in  above  drawing. 

Paste  this  box  when  finished  to  cross-piece  so  that  it 
will  project  forward  at  least  £  inch  from  outer  circumfer- 
ence of  wheel. 


iv.  SERIES  IV. 

In  this  series  of  ten  models  the  quarter-inch  is  developed. 

It  is  expected  that  when  this  set  of  models  is  completed 
the  child  shall  be  able  to  put  wholes,  halves  and  fourths  to- 
gether and  do  it  undcrstandingly. 

EXERCISE  LXXXH. 
Thermometer. 

Made  in  connection  with  Science  Work. 

Material :     A  light  quality  of  bristol  board. 

Dictation:  Draw  an  oblong  12  inches  by  f  inch.  Bi- 
sect £-inch  lines.  Connect  dots  by  straight  lines  along  this 
line,  place  dots  \  inch  apart.  Draw  short,  horizontal  lines 
passing  through  the  dots. 


71 


Let  each  quarter  inch  represent  two  degrees  on  the  ther 
mometer. 

This  dictation  may  be  repeated  by  letting  |  of  an  ifioV 
represent  two  degrees  on  thermometer. 


EXERCISE  LXXXffl. 
Stool. 

Made  in  connection  with  story  of  Abraham  Lincoln. 
Material :     A  light-weight  bristol  board. 
Dictation :     Draw  and  cut  out  2-inch  circle. 


Draw  and  cut  out  three  oblongs  2  inches  by  ^  inch. 
Fold  ends  of  oblongs  over  £  of  an  inch  for  laps. 
Paste  laps  on  bottom  of  stool. 


EXERCISE  LXXXIV. 
Berry  Dish. 

Material :     Ordinary  drawing  paper  or  manila. 

Draw  an  oblong  10  inches  by  2^  inches. 

Place  long  edg'e  parallel  with  front  edge  of  desk. 

On  the  right  edge  and  |  inch  from  back  right  corner 
place  a  dot. 

Place  a  point  opposite  on  left  edge  and  connect  dots  by 
a  straight  line.  On  right  edge  and  £  inch  from  frcnt  right 
corner  place  a  dot.  Place  a  point  opposite  on  left  edge 
and  connect  dots  by  a  straight  line. 

There  are  now  three  oblongs. 

Bisect  the  right  and  left  edges  of  middle  oblong  and 
connect  points  of  bisection  by  a  straight  line. 

72 


Place  dots  on  the  back  edge  of  the  original  oblong,  one 
inch  apart.  Place  dots  opposite  on  front  edge. 

Connect  corresponding  dots  by  straight  lines. 

Draw  straight  lines  from  the  back  left  corners  to  the 
front  right  corners  of  the  top  row  of  oblongs.  (See  fig- 
ure.) 

On  back  edge  of  front  row  of  oblongs  and  J-  inch  from 
back  right  corner  place  dots. 

On  front  edge  and  £  inch  from  front  right  corner  place 
dots.  Connect  dots  on  front  and  back  edges,  also  connect 


the  dots  on  the  back  edge  with  the  back  left  corners  of  the 
oblongs  above.  Cut  away  upper  triangle  and  along  dotted 
lines  at  right  end.  Crease  and  fold  row  of  points  out- 
ward and  the  lower  part  inward. 

Allow  parts  of  bottom  to  overlap  like  the  scales  of  a  fish. 

Paste  only  the  piece  from  which  the  points  have  been 
cut. 


Sled. 


EXERCISE  LXXXV. 


Made  in  connection  with  Christmas  work. 
Material :     Heavy  quality  bristol  .board. 
Dictation  :     Draw  an  oblong  8  inches  by  5  inches.  Place 
oblong  with  5-inch  edges  parallel  with  front  edge  of  desk. 


73 


One  inch  from  each  corner,  along  back  edge,  place  a 
dot.  One  inch  from  each  corner,  along  front  edge,  place  a 
dot.  Connect  corresponding  dots  by  straight  lines;  £  inch 
from  back,  right  corner,  along  right  edge,  place  a  dot;  £ 
inch  from  back,  left  corner,  along  left  edge,  place  a  dot. 
Connect  the  two  dots  by  straight  line.  Along  lines  within 
oblong  place  dots  i-|  inches  from  the  front  edge.  Connect 
dots  by  straight  line. 

Bisect  this  line. 

Place  pin  of  circle- maker  on  dot  and  draw  half  of  a  3 
inch  circle  extending  from  this  line  to  front  edge  of  oblong. 
Find  line  within  oblong,  |  inch  from  its  back  edge.  Bi- 
sect this  line.  Place  pin  on  dot  and  draw  half  of  3-inch 


circle,  extending  from  this  line,  toward  center  of  oblong. 

Two  Inches  from  back,  right  corner  along  right  edge, 
place  a  dot. 

Connect  by  straight  line  this -dot  and  the  dot  i  inch 
from  back,  right  corner,  along  back  edge  of  oblong.  Re- 
peat exercise  with  back,  left  corner  of  oblong. 

Connect  by  straight  line  the  front  right  corner  and  the 
point  where  the  semi-circle  meets  right  end  of  line.  Re- 
peat exercise  with  front,  left  corner.  Cut  out. 

From  front,  right  corner,  cut  along  line  extending  to 


74 


semi-circle.  Cut  along  circumference  of  semi-cucle  and 
down  line,  extending  to  front,  left  corner. 

From  back,  right  corner,  follow  right  edge  to  first  line. 
Cut  along  line,  removing  entire  corner  of  oblong.  Repeat 
exercise  with  back,  left  corner.  Cut  out  entire  back  semi- 
circle. 

Fold  runners  of  sled  downward. 

EXERCISE  LXXXVI. 
Candle  Standard. 

Made  in  connection  with  Science  Work  or  Thanksgiv- 
ing Work  on  Pilgrims. 

Material:     A  light  quality  of  bristol -board. 

Dictation  :  Draw  i-inch  circle  within  4-inch  circle.  Cut 
around  circumference  of  4-inch  circle. 

Draw  an  oblong  3^  inches  by  2  inches.  Place  long  edge 
parallel  with  edge  of  desk;i  inch  from  back,  right  corner, 
along  right  edge  place  a  dot.  One-half  inch  from  back,  left 


corner,  along  left  edge,  place  a  dot.  Connect  dots  by 
straight  line.  Repeat  exercise  with  front  right  and  left  cor- 
ners. There  are  now  three  oblongs  in  the  figure.  Find 
back  oblong.  Along  the  back  and  front  edges  of  this 
oblong  place  dots  £  inch  apart.  Connect  corresponding 
dots  by  straight  lines.  Repeat  exercise  with  front  oblong 
in  the  figure. 

Cut  out  large  oblong.  Crease  front  edge  of  back  oblong. 


Crease  back  edge  of  front  oblong. 

Cut  along  lines  extending  from  back  to  front  edge  of 
back  oblong.  Cut  along  lines  extending  from  front  to  back 
edge  of  front  oblong. 

Lap  end  of  center  oblong  ^  inch  and  paste  together. 
Fold  laps  outward.  Place  this  cylindrical  form  on  i-inch 
circle  and  paste  laps  to  base. 

Draw  i -inch  circle  within  2-inch  circle.  Cut  along  cir- 
cumference of  both  circles. 

Place  this  circular  form  upon  upper  laps  of  cylindrical 
form  and  paste  in  this  position. 

Draw  an  oblong  3^  inches  by  \  inch.  Paste  ends  of 
oblong  together.  Paste  this  ring  on  base  for  a  handle. 


EXERCISE  LXXXVU 
footh-plck  Holder. 

Material :     Colored  bristol  board. 
Present  completed  model. 

Show  the  bottom  and  let  the  pupils  tell  how  to  make  the 
working  drawing  of  it. 


Give  the  necessary  assistance  to  complete  the  working 
drawing. 

Draw  an  8^-inch  square. 

From  center  inscribe  a  2-inch  and  an  8-inch  circle. 


76 


Construct  a  hexagon  in  small  circle.     See  Exercise  )  /. 

Bisect  each  edge  of  hexagon  and  place  points  in  circum- 
ference of  large  circle  just  opposite  tne  points  of  bisection. 

Connect  tnese  points  by  straight  lines  with  corners  of 
hexagon,  as  shown  in  figure. 

Cut  out  star. 

Crease  edges  of  hexagon  and  fold.  Fold  outward  £  of 
each  point  of  star  and  again  fold  upward  ^  of  each  upper  £. 

Draw  a  piece  of  yarn  beneath  above  points  and  tie. 


EXERCISE  LXXXVTIL 
Easter  Basket. 

Material :     Colored  bristol  board. 

Draw  8-J-inch  square. 

From  center  inscribe  an  8-inch  and  4-inch  circle. 


Construct  hexagon  within  4-inch  circle.     (See  Exercise 

77-) 

Cut  away  the  part  of  the  square  not  included  in  large 

circle. 

Crease  all  lines  (dotted  included)  with  back  edg3  of 
scissors. 

Fold  sides  upward,  allow  triangles  to  crease  in  center 
^nd  fold  inward. 

Tie  with  ribbon  or  yarn. 

The  above  drawing  should  be  worked  out  by  the  pupils. 

77 


EXERCISE  LXXXIX. 

Easter  Basket. 

.Material:     Colored  bristol  board. 
Draw  an  8^-inch  square. 

From  center  inscribe  a  3-inch  and  6-inch  circle. 
In  small  circle  construct  a  hexagon.     (See  Exercise  77.) 
Construct  equilateral  triangles  on  top  of  sides.      (See 
Exercise  58.) 

Crease  all  lines,  including  dotted. 

Fold  and  paste  as  shown  in  drawing  of  completed  object. 


This  exercise  should  be  worked  out  by  the  pupils,  the 
teacher  simply  presenting  the  completed  object,  and  asking 
such  questions  as  will  lead  the  child  to  see  that  the  whole  is 
simply  a  review. 


EXERCISE  XC 

May  Basket. 

In  the  preceding  exercises  the  circles  have  all  been  in- 
scribed in  squares.  This  was  done  so  that  the  circles  might 
be  accurately  bisected  by  placing  dots  in  circumference 
just  opposite  those  bisecting  edges  of  square. 

Teach  the  child  now  that  from  any  starting  point  the 
circle  may  be  divided  into  six  equal  parts  by  taking  the 
radius  of  the  circle. 

In  this  exercise  we  also  have  one  side  of  a  square  given 
to  construct  the  square. 


78 


Complete  the  squares  and  triangles  and  then  draw  paste 
flaps.  In  the  above  exercise  begin  by  drawing  a  3^-inch  cir- 
cle Draw  a  handle  7  by  £  inches. 


EXERCISE  Xd. 
May  Basket. 

Material :     Bristol  board. 

In  this  exercise  begin  by  drawing  a  3-inch  circle. 

Proceed  as  in  Exercise  90. 

Allow  |  of  an  inch  at  the  left  of  each  square  for  paste 


flap  and  then  construct  equilateral  triangles  on  remainder  of 
square. 

From  edge  of  hexagon  continue  drawing  of  paste  flap  to 
center  of  circle.  Cut  paste  flap  at  edge  of  hexagon  and 
down  one  side  almost  to  center  as  shown  by  heavy  lines  in 
drawing.  Crease  and  pa-te.  Draw  handle  7  by  £  inches. 


79 


SERIES  V. 

This  set  of  models  requires  the  development  of  the 
eighth  inch.  By  this  time,  if  the  number  connect  with 
this  line  of  work  is  properly  carried  on,  the  result  will  be 
quite  wonderful  in  all  the  combinations  required  of  any  be- 
ginning third  grade. 

EXERCISE  XCIL 
Seed  Envelope. 

Made  in  connection  with  the  autumn  work  on  seeds- 
Material  :     Manila  paper. 
Draw  an  oblong  6|  inches  by  4^  inches. 


Place  short  edge  parallel  with  edge  of  desk. 

On  right  edge  and  one  inch  from  front  right  corner 
place  a  dot ;  place  a  point  opposite  on  left  edge ;  connect  dots 
by  a  straight  line. 

Repeat  dictation  for  back  left  and  right  corners. 

On  front  edge  and  i-£  inches  from  front  left  corner  place 
a  dot ;  place  a  point  opposite  on  back  edge.  Connect  dots 
by  a  straight  line.  On  front  edge  and  one  inch  from  front 
right  corner  place  a  dot;  place  a  point  opposite  on  back 
edge.  Connect  dots  by  a  straight  line.  Bisect  the  front 


80 


edge  of  the  middle  oblong  of  the  back  row  of  oblongs. 

With  this  point  as  a  center  inscribe  a  semi-circle. 

Bisect  the  back  edge  of  the  oblong  opposite  and  inscribe 
a  semi-circle.  On  left  edge  of  the  middle  oblong  at  the  left 
side  of  figure  place  a  dot  £  inch  from  back  left  corner  and 
connect  by  a  straight  line  with  back  right  corner. 

Repeat  dictation  for  front  left  corner. 

On  right  edge  of  the  middle  oblong  at  right  side  of  fig- 
ure place  a  dot  3-8  of  an  inch  from  back  right  corner  and 
connect  by  a  straight  line  with  back  left  corner. 

Repeat  dictation  for  front  right  corner.  Cut,  crease  and 
paste  right  side  over  left. 

EXERCISE  XCHL 


May  Basket. 

Present  completed  model. 

What  is  the  first  drawing  to  be  made  in  making  the 
working  drawing  for  this  model? 

From  the  making  of  previous  baskets  and  boxes  the 
child  will  know  that  it  is  an  oblong. 

Draw  oblong  5^  inches  by  4^  inches.  Dots  are  placed 
1  ^  inches  from  corners  and  connected  by  straight  lines. 

Lines  drawn  iu  small  squares  are  ^  inch  from  corners. 

Cut  strip  around  top  1 2  by  ^  inches. 

Begin  to  paste  strip  at  middle  of  side  or  end.  By  doing 
this  the  seam  does  not  come  at  a  corner. 

Cut  handle  6  by  ^  inches. 


81 


EXERCISE  XCIV. 

May  Basket. 

Material :     Straw  board  or  bristol-board. 

Draw  an  oblong  5^  inches  by  4.5  inches. 

Place  long  edge  parallel  with  edge  of  desk. 

On  the  back  edge  of  the  oblong  and  i£  inches  from  the 
back  right  corner  place  a  dot,  place  a  point  opposite  on  the 
front  edge. 

Connect  these  points  by  a  straight  line. 

Repeat  dictation  for  back  left  and  front  left  corners. 

On  the  right  edge  of  oblong  and  i|  inches  from  back 


right  corner  place  a  dot ;  place  a  point  opposite  on  the  left 
edge.  Connect  these  points  by  a  straight  line. 

Repeat  dictation  for  lower  left  and  right  corners. 

There  is  now  a  ij-inch  square  at  each  corner. 

Find  the  back  right  square  and  on  the  back  edge  £  of 
an  inch  from  back  left  corner  place  a  dot.  Connect  this  dot 
with  front  left  corner  of  square.  See  Exercise  94. 

Repeat  dictation  for  other  corners  as  shown  in  figure. 

Find  rectangle  (oblong)  between  two  back  squares  and 
on  the  back  edge  place  points  |  of  an  inch  apart.  On  front 
edge  of  same  rectangle  and  3-8  of  an  inch  from  front  left 
corner  place  a  dot.  Place  another  point  3-8  of  an  inch 
from  front  right  corner. 

Divide  the  space  between  the  dots  into  half  inches. 

Connect  dots  by  straight  lines  as  shown  in  figure. 


82 


Repeat  dictation  for  front,  right  and  left  edges. 

Crease  lines  around  bottom  of  basket  with  back  edge  of 
scissors. 

Cut  away  corners  and  small  triangles  by  cutting  along 
heavy  lines. 

Cut  a  strip  12  inches  by  ^  inch  for  top. 

Before  pasting  crease  so  that  the  proper  part  may  be 
used  for  each  side  as  well  as  each  end. 

Do  this  in  such  a  way  that  the  seam  will  come  at  the 
middle  of  a  side  or  end.  See  drawing. 

Cut  handle  6  inches  by  ^  inch. 


EXERCISE  XCV. 
May  or  Christmas  Basket. 

Draw  a  7  inch  square. 

The  first  part  of  this  working  drawing  is  the  same  as  that 
of  Exercise  37,  the  dots  being  placed  2.\  inches  from  corners 
and  connected  by  straight  lines. 


The  edges  of  each  triangle  formed  at  each  corner  are 
bisected  and  points  connected  by  straight  lines,  thus  form- 
ing two  triangles  at  each  corner. 

Allow  for  paste  flaps  or  tie  at  corners,  just  as  desired. 

Cut  handle  7\  inches  by  \  inch. 

83 


EXERCISE  XCVI. 
Broom  Holder. 

Material :     Colored  bristol-board. 

Draw  an  ablong  6^  inches  by  2$  inches. 

On  the  back  edge  and  2-£  inches  from  back  left  corner 
place  a  dot.  Place  a  dot  on  same  edge  2^  inches  from  back 
right  corner. 

With  these  dots  as  centers  describe  two  2|-inch  semi- 
circles. 

On  the  back  edge  and  3-8  of  an  inch  from  back  left  and 
right  corners  place  dots. 

On  the  right  and  left  edges  and  £  of  an  inch  from  back 


left  and  right  corners  place  dots.  Connect  these  dots  by 
a  straight  line  with  others  placed  f  of  an  inch  to  the  left  or 
right  as  shown  in  drawing. 

Connect  the  dots  last  placed  with  those  on  the  back  edge 
and  also  the  one  bisecting  the  front  edge. 

Cut  as  shown  in  drawing. 

Back  of  Broom  Holder. 

Draw  a  horizontal  line  6£  inches  in  length.  Bisect  it. 
With  this  point  as  a  center  describe  a  half  circle. 

Three  and  seven-eighths  inches  below  the  point  of  bi- 
section place  a  dot. 

84 


Connect  this  dot  with  ends  of  horizontal  line.  Seven- 
eighths  of  inch  from  right  and  left  ends  of  line  first  drawn 
place  dots.  Place  the  ruler  from  these  dots  to  apex  of  tri- 
angle and  draw  a  dotted  line  i  inch  long  upward  from  dot 
placed  on  horizontal  line.  Cut  along  this  dotted  line  and 
after  cutting  out  the  back  draw  the  ends  of  front  part 
through  up  to  the  line  marked  "crease."  Paste  on  oppo- 
site side. 


EXERCISE  XCVH. 
Match  Safe. 

Material :     Colored  bristol  board. 
Draw  a  6-inch  circle. 

One-half  inch  above  and  i  inch  below  center  place  dots. 
One  inch  to  the  right  and  left  of  the  dots  just  placed 
place  other  dots.     Connect  dots  as  shown  in  above  figure. 
With  scissors  or  knife  cut  along  right  and  left  edges. 


In  cutting  front  edge  begin  |  inch  from  front  left  corner 
and  cut  to  \  inch  from  front  right  corner. 

Draw  an  oblong  5  by  3  inches. 

Place  long  edge  parallel  with  edge  of  desk. 

On  back  edge  and  3-8  of  an  inch  from  back  left  corner 
place  a  dot. 


Place  a  dot  opposite  on  front  edge. 

Connect  dots  by  a  straight  line. 

On  back  edge  and  i£  inches  from  line  just  drawn  place 
a  dot.  Place  a  point  opposite  on  front  edge  and  connect  by 
a  straight  line. 

Repeat  this  dictation  for  opposite  side. 

On  left  edge  of  oblong  and  3-8  of  an  inch  from  front 
left  corner  place  a  dot.  Place  a  dot  opposite  on  right  edge. 

Connect  by  a  straight  line. 

On  left  edge  and  i|  inches  from  line  just  drawn  place  a 
dot.  Place  a  dot  opposite  on  right  edge  and  connect  by  a 
straight  line.  There  is  now  a  i^-inch  square  near  the  front 
left  and  right  corners. 

With  circle-maker  draw  arcs  as  shown  in  figure.  (See 
Exercise  71.)  Draw  equilateral  triangle. 

Cut  away  from  each  corner  all  but  this  triangle. 

Crease  remaining  lines,  fold  into  box  shape.  Allow 
small  oblongs  on  left  and  right  sides  to  be  drawn  through 
the  cut  slashes  in  circle  and  paste  on  back  side  of  circle. 

Cut  away  a  3-8  inch  square  from  each  end  of  front  ob- 
long so  as  to  fit  the  slit  cut  in  circle. 


EXERCISE  XCVIII. 


7  inches. 


Candy  Box. 

Cut  along  heavy  lines  in  front,  left  and  back  right  cor 
ners  of  large  square. 


86 


Crease  along  all  lines  within  the  figure.  Fold  into  box 
form.  Paste  inch  squares  on  the  inside. 

Fold  forward  the  triangles  found  at  the  ends  of  the  back. 
Paste  triangles  on  inside  of  bottom  of  box. 


SERIES  VI. 

Series  VI  includes  the  construction  of  the  square  pyra- 
mid and  several  models  based  on  its  construction,  also  a 
miscellaneous  set  of  models  requiring  all  measurements 
through  the  eighth  inch. 

As  has  already  been  said,  no  teacher  is  expected  to  fol- 
low the  order  here  given,  but  let  each  one  select  such  of  the 
exercises  as  is  thought  best  and  appropriate  for  the  occa- 
sion. 


EXERCISE  XCIX. 

Square  Pyramid. 

This  may  be  made  of  ordinary  drawing  paper. 

Draw  a  quarter  circle  and  with  a  distance  on  the  circle- 


maker  equal  to  the  width  of  the  desired  base,  cut  the  part 
of  circle  drawn  in  four  places. 

Connect  these  points  with  center  of  circle.     Construct  a 
square  on  base  of  triangle  as  shown  in  drawing. 


87 


EXERCISE  C 
Match  Safe. 

Draw  an  oblorg  8  by  5  inches. 

On  the  upper  half  of  this  oblong  is  pasted  a  cat  made 
of  circles  of  black  emery  paper.  The  body  is  a  if-inch 
circle,  the  head  is  a  i^-inch  circle. 

On  the  lower  half  are  two  pockets  made  as  shown  in 
working  drawing. 

Draw  at  least  half  of  a  6-inch  circle.     With  2  inches  on 


the  circle-maker  draw  arcs  cutting  the  circumference  in  fou 
places.     Draw  lines  to  center  as  shown  in  drawing. 

Paste  so  that  seam  will  not  show  when  the  match  safe 
is  completed.  This  may  be  done  by  pasting  flap  to  back 
of  each  box. 

Paste  to  oblong  as  indicated  by  dotted  lines. 

With  older  pupils  these  dotted  lines  may  be  cut,  another 
paste  flap  drawn  on  other  edge,  and  then  draw  the  paste 
fl-ps  through  these  cut  and  pasted  to  back  of  oblong. 
When  this  is  done  only  three  sides  are  needed  to  each  box, 
the  oblong  forming  the  fourth. 


88 


EXERCISE  CL 

Wind  Mill. 

Material :     Bristol  board. 

Made  in  connection  with  Pilgrims  in  Holland. 

Draw  an  oblong  10  by  12  inches. 

Place  short  edge  parallel  with  edge  of  desk. 

Bisect  front  and  back  edges. 

With  circle-maker  inscribe  arc.  of  a  24-inch  circle  (12 
inches  on  circle-maker),  placing  pin  at  point  bisecting  the 
back  edge. 


At  each  side  of  point  bisecting  front  edge  and  2^  inches 
on  circle  maker  cut  the  inscribed  arc  in  two  places  as  shown 
in  drawing.  Connect  each  of  these  points  with  point  bi- 
secting back  edge. 

On  each  of  the  lines  just  drawn  and  6£  inches  from 
points  on  arc  place  a  point. 

Connect  these  points  by  straight  lines,  also  those  cut- 
ting the  inscribed  arc. 

89 


With  a  and  b  as  centers  draw  arcs  which  intersect  as 
shown  in  drawing.  With  the  point  of  intersection  as  a  cen- 
ter describe  a  circle  whose  radius  is  equal  to  the  line  a  b. 

Construct  a  hexagon  within  circle  as  in  waste-holder 
(Exercise  84).  Cut  away  division  marked. 

On  edge  of  one  upright  part  construct  a  2^-mch  square. 

Draw  paste  flaps.     Crease  all  lines  to  be  folded. 

Cut  outer  edges  and  along  dotted  lines. 

The  small  triangles  marked  by  dotted  lines  are  to  be 
pasted  under  roof.  Allow  extra  division  of  hexagon  to 
overlap. 

The  sides  may  be  blocked  off  with  lead  pencil  or  paints 
to  give  it  the  appearance  of  stone.  Windows  and  doors 
may  also  be  drawn. 

Sails  of  Wind  MilL 

Draw  a  7-inch  square. 

Bisect  each  edge. 

From  center  of  square  inscribe  a  f-inch  circle. 

Draw  straight  lines  from  points  of  bisection  to  circum- 
ference of  circle. 

On  lines  just  drawn  and  2.\  inches  from  points  of  bi- 
section place  dots. 

Place  points  f  and  £  of  an  inch  to  the  right  of  each  dot 
just  placed. 

On  the  right  and  left,  front  and  back  edges,  f  of  an  inch 
to  the  right  of  each  point  of  bisection,  as  the  paper  is  turned 
place  a  point.  (Begin  with  back  edge.)  Connect  by  a 
straight  line  with  the  dot  below. 

Complete  as  shown  in  drawing. 


90 


EXERCISE  CH. 
Flower  Pot. 

Material :     Brown  bristol  board. 
Made  in  connection  with  study  of  Germination. 
Draw,  a  7^-inch  square. 

Bisect  front  and  back  edges  as  shown  in  Exercise  101. 
With  6f  inches  on  circle-maker  and  using  point  on  back 
edge  as  center  describe  an  arc  from  right  to  left  edges. 
Place  a  point  on  arc  just  opposite  the  one  on  front  edge. 


Connect  with  a  straight  line  the  point  last  placed  with  the 
point  on  back  edge. 

With  if  inches  on  circle-maker  and  the  point  of  bisec- 
tion as  a  center  cut  the  arc  to  the  right  and  left. 

With  the  points  just  made  as  a  center  cut  the  arc  again 
as  in  Exercise  101. 

There  are  now  four  points  on  the  arc,  two  to  the  right 
and  two  to  the  left  of  the  point  of  bisection.  Connect  these 
points  with  the  one  on  the  back  edge  as  shown  in  drawing. 

With  four  inches  on  circle-maker  and  point  on  back  edge 
as  a  center  describe  the  arc  AB. 

Connect  the  points  in  the  arc  AB  by  straight  lines. 

Connect  the  points  in  large  arc  by  straight  lines. 

91 


In  order  to  have  the  points  as  shown  in  drawing  take 
i  inch  on  circle-maker  and  describe  arcs  as  if  to  construct 
an  equilateral  triangle ;  connect  with  points  in  circumfer- 
ence. 

Draw  base  as  shown  in  above  figure. 

After  making  the  wind-mill  many  pupils  will  be  able 
to  work  out  this  model  for  themselves,  with  only  a  sugges- 
tion from  the  teacher.  Present  the  completed  model.  If 
necessary,  take  apart  and  let  them  see  the  construction. 


Lead  Pencil  holder. 


EXERCISE  CHI. 


This  is  an  excellent  exercise  in  constructing  the  hexagon 
without  first  bisecting  the  circumference  of  circle. 


92 


Farm  House. 


EXERCISE  CIV. 


May  be  used  for  a  bank. 

Made  in  connection  with  the  Ugly  Duckling. 

Material:     Brown  bristol  board. 


EXERCISE  CV. 
W+gon. 

Material :     Brown  or  gray  bristol  board. 

Made  in  connection  with  Spring  Work. 

Draw  four  circles  each  i|  inches  in  diameter. 

Bisect  each  circle  horizontally  and  vertically.  Divide 
circle  into  twelfths.  See  Exercise  61. 

Call  attention  to  the  number  of  sixths  in  \,  the  number 
of  twelfths  in  1-2,  1-4,  2-4,  3-4. 


The  number  of  twelfths  in  1-6,  2-6,  3-6,  4-6,  5-6. 
3-12  is  the  same  as  what? 
9-12  is  the  same  as  what? 

The  above  is  only  a  suggestion  of  the  number  ibund  in 
one  wheel  of  the  wagon. 


03 


Paste  a  small  square  to  center  of  inner  side  of  wheel  to 
strengthen  it  and  thrust  a  pin  through  center  of  wheel. 
Frame  "Work  and  Box  of  Wagon. 

For  frame  work  draw  two  oblongs  each  2|  inches  by  f 
of  an  inch.  See  II. 

Crease  in  center  lengthwise,  fold  two  halves  together 
and  before  pasting  lay  two  of  the  pins  holding  wheels  be- 
tween these  halves  so  there  is  a  wheel  at  either  end.  The 
head  of  the  pin  prevents  the  wheel  from  slipping  off.  Re- 
peat for  other  two  wheels. 

In  making  the  box  it  will  be  only  necessary  to  say  that 
you  wish  the  box  when  finished  to  be  4  inches  by  2  inches 

and  i  inch  deep. 

Wagon  Seat. 

Draw  an  oblong  3  inches  by  i|  inches. 

Cut  along  heavy  lines.      Crease  and  fold. 

Paste  small  squares  at  either  end  to  inner  sides  of  wagon 
box. 

EXERCISE  CVL 

Wheel-barrow. 

For  making  of  wheel  see  wagon  (Exercise  105). 
Wheel  is  marked  on  both  sides. 


Box  of  Wheel-barrow. 

The  above  drawings  have  full  size  dimensions  given. 

In  placing  the  wheel  thrust  a  fine  piece  of  wire  or  pin 
through  the  center  of  wheel.  Place  wheel  and  then  paste 
a  small  strip  of  bristol  board  over  each  end  of  wire,  thus 
the  frame  work  and  small  strip  holds  wheei, 

O-i 


EXERCISE  CVH. 
t»>n  Tray. 

Material :  A  light  quality  of  straw  board  or  heavy  bris- 
tol  board,  fancy  paper  for  covering  and  lining. 

Draw  and  cut  a  2|-inch  square. 

Bind  square  with  red  leatherette. 

Cut  a  2-inch  square  of  fancy  paper  and  paste  on  top  so 
as  to  cover  all  but  about  ^  of  an  inch  of  the  binding. 

Cut  another  2-inch  square  and  paste  on  bottom. 

Draw  a  4-inch  square. 

From  center  inscribe  a  4-inch  and  a  2-inch  circle. 


Bisect  each  edge  of  square  and  mark  off  £  circle  as 
shown  in  above  figure.  Cut  away  the  £  circle. 

Paste  by  allowing  cut  edges  to  overlap  about  f  of  an 
inch. 

This  forms  a  dish-like  receptacle  without  a  bottom. 

Draw  and  cut  in  a  similar  way  a  1^-inch  circle  within  a 
4}4  -inch  circle  of  leatherette. 

This  is  used  for  outside  covering  of  tray  part.  Turn 
the  covering  so  as  to  paste  on  inside.  Cut  slashes  in  cir- 
cumference of  small  circle  so  as  to  turn. 

For  a  lining  draw  and  cut  of  fancy  paper  a  2^-inch  cir- 
cle within  a  5  inch  circle  similar  to  the  first  one  drawn. 

Scallop  edges  of  circle  and  paste  to  inside  of  tray,  which 
is  still  without  a  bottom.  The  tray  part  is  now  set  at  the 
middle  of  the  2^-inch  square  and  pasted  down  with  a  2-inch 
circle  of  same  paper  as  lining. 

05 


Each  time  that  circles  are  cut  for  outside  covering  or 
lining  ]  must  be  cut  away. 

This  is  an  excellent  exercise  in  which  the  child  may 
plan  for  himself. 

For  example :  The  lining  for  top  and  bottom  of  square 
must  be  smaller ;  how  much  ? 

The  covering  for  circular  part  of  tray  must  be  larger 
to  allow  for  turning. 

Lead  the  child  to  work  this  out  for  himself. 


EXERCISE  CVm. 

Colored  Crayon  Box. 

Material :     Light  quality  of  bristol  board  or  heavy  ma- 
nila. 


Make  cover  -J  inch  larger  than  box  part  and  cut  away 
triangle  from  either  side  as  shown  in  drawing  above. 


EXERCISE  CIX. 

Specimen  \Vood  Box. 

Made  in  connection  with  the  study  of  trees. 

Material :     Straw  board  and  cambric  for  corners. 

The  nature  work  on  trees  calls  for  a  specimen  box. 

Cross-sections  of  branches  showing  the  rings,  pith,  sap 
wood  and  heart  wood  are  generally  not  less  than  from  2  to 
2^  inches  in  diameter. 

Explain  to  pupils  what  you  wish,  for  example :  I  wish  a 
box  that  will  hold  six  cross  sections  of  different  kinds  of 
wood  at  least  2^  inches  in  diameter;  how  long  and  wide 

96 


must  such  a  box  be  when  finished  to  hold  nine  such  sections 
if  laid  side  by  side? 

If  the  box  is  to  be  I  inch  high  what  are  the  dimensions 
of  the  working  drawing? 

What  is  the  size  of  the  cover? 

Cut  the  partitions,  two  to  run  the  length  of  box. 


What  must  be  the  length  of  the  cross  partitions  if  \  inch 
is  allowed  at  each  end  for  paste? 

See  drawing  of  complete  model. 

The  size  of  box  and  number  of  divisions  will  depend 
upon  the  number  of  trees  studied. 


EXERCISE  CX. 


Pin  Tray. 

Material :     Bristol  board. 

Draw,  crease  around  bottom,  fold  and  tie  corners  or 
paste. 

This  is  simply  a  modification  of  simple  box. 


o? 


CXL 


Work-box, 

The  time  has  come  when  the  pupil  really  needs  a  work- 
box.  He  has  learned  to  use  the  circle-maker,  right  triangle 
for  perfect  corners,  scissors,  paste,  yarn  or  thread  for  fast- 
ening corners,  a  needle,  pins  for  circle-maker,  etc. 

Plan  with  him  a  work-box  that  shall  be  8  inches  long.  5 
inches  wide  and  i  inch  deep  when  finished. 

What  are  the  dimensions  of  the  working  drawing  for 
such  a  box? 


Make  divisions  of  box  as  shown  in  completed  model. 

What  must  be  the  length  of  partition  extending  through 
whole  length  of  box,  allowing  \  inch  to  be  turned  back  and 
pasted  to  ends  of  box? 

What  are  the  dimensions  of  cover? 

Material :     Straw  board  and  cambric  for  corners. 

Specimen  Number  Work. 

Taken  from  \Vork-box. 

1.  The  box,  when  finished,  is  to  be  8^  inches  long,  6} 
inches  wide  and  i  inch  high.     What  are  the  dimensions  of 
the  working  drawing? 

2.  The  working  drawing  is  lof  inches  long  on  one 
edge,  what  is  the  length  of  the  two  edges? 

3.  loj  is  $  of  what  number? 

4.  \  of  2o|-? 

5.  The  working  drawing  is  8|  inches  wide  on  one  edge, 
what  is  the  length  of  the  two  edges? 


es 


6.  8|  is  %  of  what  number? 

7.  £ofi6£-? 

8.  How  much  longer  is  the  box  than  it  is  wide  ? 

9.  How  many  inches  half  way  around  the  box  ? 

10.  How  many  inches  all  the  way  around  the  work- 
ing drawing? 

11.  The  width  of  the  box,  when  finished,  is  6£  inches; 
what  is  the  length  of  the  two  ends  ? 

12.  6£  is  ^  of  what  number? 

13.  £  of  i2£-? 

14.  How  far  half  way  around  the  finished  box? 

15.  What  is  the  perimeter  of  the  finished  box? 

1 6.  How  much  longer  is  the  box  than  it  is  wide? 

17.  How  much  longer  is  the  box  than  it  is  high? 

18.  How  much  wider  is  the  box  than  it  is  high? 


EXERCISE  CXIL 

Pen  Tray. 

Material:     Light  quality  of  bristol  board. 

This  exercise  is  simply  a  modification  of  simple  box. 


Present  completed  model  and  have  pupils  tell  changes 
from  ordinary  box. 


EXERCISE  CXIH. 
Mineralogy  Specimen  Box. 

Material:  Straw  board,  manilla  paper  or  paper  for  small 
boxes  such  as  used  at  the  meat  market. 

Made  in  connection  with  the  study  of  soils  which  is  to 
precede  germination. 

09 


We  use  the  blue  clay,  sand,  gravel,  yellow  clay,  vege- 
table mold  and  loam. 

The  plan  in  this  exercise  is  to  have  pupils  work  out  for 


themselves  the  plan  for  a  box  that  will  hold  six  small  boxes, 
2  by  2  inches  and  ij  inches  deep. 

The  large  box,  when  finished  is  6£  inches  long  and  4^ 
inches  wide. 

(The  fractions  allow  for  thickness  of  small  boxes.) 


If  the  box  is  i$  inches  deep,  what  must  be  the  dimen- 
sions of  the  working  drawing  of  large  box? 

What  must  be  the  dimensions  of  the  working  drawing 
of  the  small  box?  What  are  the  dimensions  of  the  cover? 


100 


EXERCISE  CXIV. 

Observation  Box. 

Material :  A  light  quality  of  straw  board,  ordinary 
drawing  paper  for  small  boxes,  and  cambric  for  corners. 

This  box  is  made  in  connection  with  the  weather  report. 

Present  to  the  pupils  your  problem. 

You  wish  a  large  box  when  finished  to  hold  six  small 
boxes  each  4  inches  long,  i  inch  wride  and  I  inch  high. 


How  long  and  wide  must  such  a  box  be  when  finished  to 
hold  these  small  boxes  ?  Do  not  fail  to  allow  for  thickness 
of  small  boxes. 

Since  the  large  box  is  to  be  i  inch  high,  how  long  and 
wide  must  the  working  drawing  of  such  a  box  be? 

The  idea  is  to  get  the  child  to  plan  for  himself. 

Printed  sentences  are  put  into  each  small  box. 

For  example :  All  sentences  relating  to  the  kind  of  day 
are  put  into  one  box ;  all  those  relating  to  the  thermometer 


in  another,  the  names  of  the  days  of  the  week  into  another, 
etc.  Each  morning  the  pupils  arrange  the  weather  report 
on  their  desks,  using  such  sentences  as  apply  to  the  day. 


101 


EXERCISE  CXV. 

Blotting  Pad. 

This  should  be  one  of  the  first  exercises  in  this  sort  of 
work. 

Get  a  piece  of  straw  board  of  the  desired  size  and  treat 


it  just  as  if  it  were  one  side  of  the  portfolio.     (See  Exe* 
cise  116.) 

These  tips  are  not  fastened  down  at  the  corners  where 
they  come  over  the  material,  but  are  left  free  so  that  pockets 
are  formed  which  are  to  receive  the  blotters  and  hold  them 
to  the  pad.  

EXERCISE  CXVL 

Portfolio. 

Cut  two  oblongs  of  straw  board  1 1  by  8|  inches. 

Cover  each  with  ingrain  or  marble  paper. 

This  is  again  an  excellent  opportunity  for  the  pupil  to 


plan  for  himself, 
on  each  edge. 


The  covering  is  to  lap  at  least  two  inches 


10M 


For  tip  cut  an  oblong  5^  inches  by  3  inches.  Bisect 
back  edge  and  draw  lines  as  shown  above. 

Before  putting  on  these  tips  the  tape  used  to  tie  the  port- 
folio together  should  be  inserted. 

Cover  the  inner  surface  with  some  good  paper  of  any 
desired  shade  and  the  portfolio  is  finished. 


EXERCISE  CXVIL 
Book  Covers. 

Plan  with  the  pupils  book  covers  in  which  to  mount 
poems  learned  during  the  year. 

Cut  two  oblongs  of  pasteboard  each  9^  inches  by  6{ 
inches.  Paste  the  oblongs  together  with  lining  as  shown  in 
drawing  No.  i. 

•The  width  of  the  lining  will  depend  upon  the  number  of 
pages  to  be  bound. 


Jh.3 


>£ji 


In  this  case  a  strip  i|  inches  wide  is  used.  About  3-8 
is  left  between  the  covers,  the  remainder  is  pasted  to  either 
side  of  cover.  Allow  3-8  of  an  inch  to  be  turned  over,  as 
shown  in  drawing  No.  2. 


103 


Cut  two  oblongs  of  ingrain  wall  paper  or  marble  paper 
at  least  2^-  inches  longer  and  i/^  inches  wider  than 
paste-board  covers. 

With  thick  flour  paste  and  brush  or  cloth  paste  back  of 
paper  and  then  paste  to  pasteboard,  allowing  the  surplus 
to  overlap,  as  shown  in  drawing  No.  3. 

Cut  a  3-inch  square  and  cut  this  square  diagonally,  using 
YZ  for  each  of  the  outside  corners  as  shown  in  drawing  No. 4. 
Allow  at  least  /^  inch  to  fold  on  inside,  as  shown  in  No.  3. 
The  inside  is  now  lined  with  any  color  desired.  This 
is  more  easily  done  by  lining  each  half,  allowing  the 
linings  to  overlap  in  the  back. 

Cut  strips  of  paper  i  inch  in  width  and  as  long  as  the 
lining.  Crease  lengthwise  and  sew  these  down  the  cen- 
ter to  the  middle  of  the  back  of  the  covers.  To  these 
the  poems  are  pasted.  The  number  of  these  strips  will 
depend  upon  the  number  of  poems  to  be  mounted- 

The  covers  are  now  completed  all  but  the  strip  of 
leatherette  down  the  back,  which  covers  up  strip  of  cloth 
on  the  outside  and  also  the  stitching  made  by  putting  in 
the  inside  strips. 

Allow  for  enough  to  turn  over  at  top  and  bottom  to 
cover  the  lining  turned  orer. 

EXERCISE  CXVIIL 

Button  Box. 

This  model  is  simply  a  review  of  Exercises  58  and  78. 
In  constructing  the  hexagonal  box,  draw  circles  large 
enough  so  that  each  side,  when  finished,  shall  be  2^2 
inches.  The  upper  part  of  Exercise  58  folded  downward 
and  pasted  to  inside  of  box  forms  the  pocket  at  side  as 
shown  in  drawing. 


104 


EXERCISE  CXIX. 


In  making  the  above  windmill,  see  Exercise  99,  101. 
This  model  may  be  made  of  any  desired  size. 
Cut  sails  free  hand. 


PART    II. 


EXERCISE  CXX. 


Mayflower. 


Material :   A  square  of  paper  black  on  one  side. 

Dictation  :  Hold  paper  with  white  side  toward  you.  Fold 
diagonals.  Fold  each  corner  toward  you  to  the  center 
where  the  diagonals  cross.  Reverse  the  paper  so  that  closed 
side  is  next  to  you.  Fold  three  corners  to  the  center.  Re- 
verse paper  again,  holding  it  so  that  unfolded  corner  points 
up.  Unfold  the  lower  corner  letting  it  point  down.  You 
will  see  four  corners  meeting  in  the  center  of  the  paper. 
Take  hold  of  the  two  lower  of  these  corners. 


Pull  them  forward  and  sideward  until  the  corner  of  the 
paper  which  pointed  down  is  drawn  up  to  the  center.  The 
lower  part  of  the  folding  will  now  assume  a  boat  shape. 
Crease  along  the  right  and  left  edges.  There  are  still  two 
corners  left  at  the  center  of  the  paper. 

Fold  each  of  these  corners  outward  making  a  crease  which 
runs  from  the  edge  of  the  boat  to  the  upper  corner  of  the 
paper.  The  triangles  thus  formed  make  the  sails. 

106 


House.  EXERCISE  CXXI. 

Modification  of  Exercise  XII. 
Made  in  connection  with  drawing. 

Material:    Square  of  drawing  paper  of  folding  bristol 
board  of  any  size. 


Fold  square  as  in  Exercise  XII. 

Cut  as  in  Exercise  XII. 

Lay  square  2  of  both  front  and  back  rows  so  it  covers 
square  3.  Paste. 

Fold  squares  i  and  4  so  that  the  cut  edges  overlap  hori- 
zontally. 


EXERCISE  CXXH. 


Trunk. 


Modification  of  Exercise  XII. 
Fold  square  as  in  Exercise  XII. 
Cut  away  squares  I  and  2. 
Cut  along  remaining  heavy  lines. 
Lay  squares  3  and  5  on  4  and  paste. 


107 


EXERCISE  CXXin. 


Comb  Case. 


Modification  of  Exercise  XII. 

Cut  away  one  row  of  squares. 

Lay  squares  as  in  Exercise  XII.  and  paste. 

Cut  oblong  8  inches  by  6  inches. 

Paste  pocket  below  center. 


EXERCISE  CXXIV. 


Cradle. 


See  Exercise  CXXIII. 

Make  two  pockets. 

Fit  one  within  the  other  as  shown  in  drawing  of  com- 
pleted model  cut  rockers  free  hand,  from  row  of  squares  cut 
away. 

Paste  rockers  as  shown  in  drawing. 


108 


EXERCISE  CXXV. 


Settle. 


See  Exercise  CXXIII. 

Paste  row  of  squares  cut  away  so  as  to  form  rest  for 

ck  and  arms. 


EXERCISE  CXXVI. 


Bath  Tub. 


Fold  and  cut  away  squares  as  in  Exercise  CXXIV. 
Fold  4  upward. 

Lay  3  and  5  over  4  and  slant  cut  edges  so  as  to  form  a 
point  at  top. 
See  drawing. 


109 


EXERCISE  CXXVII 


Cradle. 


Fold  and  cut  away  squares  as  in  Exercise  CXXVI. 
Use  squares  cut  away  for  rockers  as  in  Exercise  CXX1V. 
Paste  rockers  as  in  Exercise  CXXIV. 


Candy  Box. 


EXERCISE  CXXVm. 


Fold  square  as  in  Exercise  XIII. 
Cut  away  one  row  of  squares. 
Cut  away  squares  i,  2,  3,  4,  5  and  6. 
Tie  at  corners. 

To  paste  at  corners  allow  paste  flap  when  cutting  2,  4,  5 
and  6. 


110 


EXERCISE  CXXIX. 


Match  Safe. 


Fold  6-inch  square  as  in  Exercise  XIII. 

Cut  away  back  row  of  squares  and  3  squares  from  left 
side. 

Cut  away  such  parts  of  squares  i,  2,  3  and  4  not  used  as 
paste  flaps. 


EXERCISE  CXXX. 


Comb  Case. 


Modification  of  Exercise  XIV. 
Mount  on  oblong  6  inches  by  5  inches. 


EXERCISE  CXXXI. 


Match  Stand. 


Construct  triangular  prism.  (See  Exercise  CXXX.) 
When  completed  cut  along  crease  on  left  and  right  sides. 
Fold  across  bottom  so  that  two  halves  meet  as  shown 
in  drawing.     Paste. 

Ill 


EXERCISE  CXXXH. 


Pop  Corn  Basket. 


Material :    A  square  of  any  size. 

Dictation :  Fold  as  for  pyramid,  see  Exercise  XXVII. 
The  inner  creases  of  the  folding  form  a  four  pointed  square. 
Between  each  pair  of  points  there  are  two  triangles.  Fold 
these  triangles  one  over  the  other  until  their  short  edges 
reach  the  creases  which  outline  the  points.  Paste  and  put 
on  handle. 


EXERCISE  CXXXIH. 

Christmas  Tree  Decorations. 


Fold  square  as  in  Exercise  XIII. 

Fold  points  i,  2,  3  and  4  to  center  A  and  crease  well. 

This  forms  4  triangles. 


112 


Cut  away  triangle  2  and  along  one  side  of  the  triangle 
fromed  by  cutting  away  2. 

Slip  this  free  edged  triangle  under  the  one  next  to  it 
and  paste. 

This  forms  a  triangular  basket  with  a  point  on  each  side. 

EXERCISE  CXXXIV. 

Christmas  Tree  Decorations. 


Proceed  as  in  Exercise  CXXXIII. 

Cut  away  square  from  each  triangle  that  hangs  over  side. 
This  forms  the  two  points  in  place  of  one  as  in  Exercise 
XXXIII. 


EXERCISE  CXXXV. 


Basket  or  Candy  Box. 


Material :    Square  of  drawing  paper  or   folding  bristol 
board. 

Fold  square  into  sixteen  equal  parts. 
Fold  front  left  corner  to  point  A. 


113 


Back  right  corner  to  b.^ 

Back  left  corner  to  c. 

Front  right  corner  to  d. 

Cut  away  triangles  I,  2,  3  and  4. 

Tie  corners  and  fold  back  triangles  at  upper  edges  of 
sides. 

To  paste  corners  allow  paste  flap  when  cutting  away  tri- 
angle as  indicated  in  triangle. 

If  used  as  a  basket  put  on  handle. 


EXERCISE  CXXXVI. 


Basket. 


Fold  square  as  in  Exercise  CXXXV. 

Cut  away  each  corner  square. 

Cut  along  heavy  lines  as  shown  in  drawing  and  tie. 

If  paste  is  desired  allow  for  laps  as  shown  in  drawing. 


May  Basket. 


EXERCISE  CXXXVII. 


114 


Fold  point  a  to  b — crease — unfold. 
Point  a  to  c — crease — unfold. 
Point  d  to  e- — crease — unfold. 
Point  d  to  c — crease — unfold. 
Point  /  to  g — crease — unfold. 
Point  /  to  c — crease — unfold. 
Point  h  to  i — crease — unfold. 
Point  h  to  c — crease — unfold. 
Cut  as  in  Exercise  CXXXVI. 

This  basket  is  one-half  the  height  of  CXXXVI  and  has 
two  points  on  each  upper  edge  that  point  outward. 


EXERCISE  CXXXVIII. 


Wall  Pocket. 


V 


Take  square  of  any  size. 
Fold  diagonals. 
Fold  a,  b,  c  and  d  to  center  e. 

Unfold  a  and  b.    Cut  along  crease.    Lace  c  and  d  together 
as  shown  in  drawing. 


115 


EXERCISE  CXXXIX. 


Letter  Case. 


See  Exercise  CXXXVIII. 

Fold  (?,  b  and  c  to  center  e.     Lace  edges  that  meet  as 
shown  in  drawing. 


EXERCISE  CXL. 


Book  Mark. 


Take  an  oblong  whose  width  is  equal  to  one  half  its 
length.  • 

Fold  short  edges  together — unfold. 

Fold  one  half  of  lower  edge  so  that  it  will  coincide  with 
middle  crease. 

Fold  remaining  half  in  same  way. 

Lace  as  shown  in  drawing. 

116 


EXERCISE  CXLI. 


Candy  Box. 


Fold  squares  as  in  previous  exercise. 

Fold  a  to  b — unfold. 

Fold  c  to  d — unfold. 

Fold  c  to  / — unfold. 

Fold  g  to  h — unfold. 

Fold  a  to  c,  g  and  c  to  center — unfold.  Cut  as  in  Exer- 
cise CXXXVII.  Do  not  allow  for  paste  flap.  Connect  g 
and  by  straight  line. 

Fold  g  to  f — unfold. 

Repeat  for  each  corner. 

Cut  and  tie. 


Church. 


EXERCISE  CXLII. 


Combination  12,  13  and  15. 

117 


EXERCISE  CXLIII. 

Draw  and  cut  a  6-inch  square  of  red,  a  5-inch  square  of 
white  and  a  4-inch  square  of  blue.  Mount  as  in  Exercise 
XX.  and  in  center  of  blue  place  some  appropriate  portrait. 

EXERCISE  CXLIV. 

Another  valuable  exercise  in  the  drawing  of  squares  and 
involving  most  excellent  number  work  may  be  given  in  tht 
following  way: 

Place  the  following  lesson  on  the  boards : 

1.  Draw  a  6-inch  square.     Draw  another  using  dimen- 
sions one-half  as  large. 

2.  Draw  a  5-inch  square.     Draw  another  using  dimen- 
sions one-half  as  large. 

3.  Draw  a  3-inch  square.     Draw  another  using  dimen- 
sions one-half  as  large. 

4.  Draw  a  square  using  dimensions  two-thirds  as  large 
as  those  used  in  the  drawing  of  the  first  square. 

EXERCISE  CXLV. 

Plan  a  lesson  in  the  drawing  of  rectangles  as  was  given 
in  the  drawing  of  squares.  (See  Exercise  CXLIII.) 

1.  Draw   rectangle    8  in.x4  in.     Draw    another    usin^ 
dimensions  one-half  as  large. 

2.  Draw  a  rectangle    9  in.x6  in.     Draw   another   using 
dimensions  two-thirds  as  large. 

EXERCISE  CXLVi. 

Christmas  Decoration.  I 

yMJfo 


Construct  a  rectangle  7  in.x5  in. 

Crease  in  center  lengthwise.  While  the  paper  is  stili 
creased  cut  from  closed  edge  to  within  one-half  inch  oi 
open  edges. 

Unfold  and  paste  as  shown  in  drawing. 


118 


EXERCISE  CXLVII. 

Christmas  Decoration. 


Construct  rectangle  6  in.x3  in. 

Over  lap  short  edges  and  paste  in  form  of  cylinder. 

Construct  rectangle  6  in.x5  in. 

Proceed  as  in  Exercise  CXLV. 

Paste  slashed  part  around  cylinder  as  shown  in  drawing. 


EXERCISE  CXLVIII 


Match  Safe. 


Material — Folding  bristol  board. 
Construct  2  rectangles  5  in.x2^2  in. 

Crease  as  in  folding  Exercise  CXL. 

Allow   triangles   formed   by   creasing   to  overlap — paste, 
This  forms  the  pockets. 
Construct  rectangle  7  in.x6  in. 
Mount  pockets  as  shown  in  drawing. 


119 


EXERCISE   CXLIX. 

For  the  first  work  in  weaving  it  is  well  to  use  oil  cloth, 
such  as  is  often  used  on  kitchen  tables. 

Prepare  squares  of  this  material  as  in  Exercise  XXV. 
For  weaving  purposes  use  the  kindergarten  splints. 

JJy  using  the  above  materials  there  is  no  danger  of  tearing 
and  the  same  oil  cloth  and  splints  may  be  used  again  and 
again.  The  child  learns  just  how  to  do  the  work. 

When  the  paper  is  introduced  for  the  mat  work  he  uses 
it  successfully. 


EXERCISE  CL. 

Wall  Pocket. 

Weave  mat  as  in  Exercise  XXV,  using  paper  having  the 
same  color  on  both  sides. 

Turn  lower  border  and  two  rows  of  squares  upward  arid 
tie  with  ribbon  or  colored  yarn  at  both  sides. 

Make  hanger  of  ribbon  or  yarn. 


Letter  Holder. 


EXERCISE  CLI. 


Cut  and  weave  mat  8  in.x5  in. 

Turn  lower  border  along  short  edge  upward  as  in  Exer- 
cise CL,  and  tie  at  corners  with  yarn  or  ribboa 


Boxes  and  Baskets. 


EXERCISE  CLII. 


A  variety  of  boxes  and  baskets  may  be  made  by  weaving 
around  blocks  of  wood.  If  the  school  is  provided  with  the 
small  "Prang"  drawing  models  or  the  "Speer"  number 
blocks  they  may  be  used  for  this  purpose. 


120 


If  the  school  is  without  the  above  mentioned  block,  any 
carpenter  will  be  glad  to  donate  the  many  pieces  sawed 
from  the  ends  of  the  various  widths  and  thicknesses  of  lum- 
ber used  during  the  day. 

Paste  strips  of  paper  of  the  desired  width  and  color 
around  the  block  of  wood,  having  each  begin  and  end  at 
the  top  as  shown  in  drawing. 

Other  strips  are  cut  equal  in  length  to  the  perimeter  of 
the  block.  These  are  woven  along  the  sides  (see  drawing) 
and  carried  across  the  ends.  A  new  set  of  strips  are  cut 
equal  in  length  to  the  sides  and  bottom. 

When  the  weaving  is  completed,  the  strips  across  the  top 
are  cut  and  pasted  to  inside  of  box  or  basket. 


DOUBLE  WEAVING— ROUND  BASKET. 
EXERCISE  CLIII. 


121 


Use  two  contrasting  shades  of  light  weight  bristol  board. 

Cut  four  strips,  24  inches  long  and  l/2  inch  wide,  from 
one  shade.  Fold  the  ends  of  each  strip  together.  Cut  eight- 
een strips,  12  inches  long  and  ^  inch  wide,  from  the  other 
shade.  Fold  the  ends  of  each  strip  together. 


FIGURE  155. 
122 


Arrange  the  four  long  strips  in  a  vertical  position,  the 
first  one  on  the  left  having  its  folded  edge  toward  you,  the 
second  one  having  its  two  ends  toward  you,  the  third  one 
having  its  folded  edge  toward  you,  the  four  one  having  its 
two  ends  toward  you.  See  Exercise  153. 

Begin  weaving  with  the  short  strips,  an  inch  from  the 
back  left  corner. 

Open  the  ends  of  the  weaver  and  pass  one  above  and  one 
below  the  two  parts  of  the  first  vertical  strip.  Qose  the  ends 
of  the  weaver  and  pass  them  between  the  two  parts  of  the 
second  vertical  strip.  Open  the  ends  of  the  weaver  and  pass 
one  above  and  one  below  the  two  parts  of  the  third  vertical 
strip.  Close  the  ends  of  the  weaver  and  pass  them  between 
the  two  parts  of  the  fourth  vertical  strip. 

Begin  with  the  second  weaver  at  the  right  edge. 

Open  the  ends  of  the  weaver  and  pass  one  above  and  one 
below  the  two  parts  of  the  first  vertical  strip.  Close  the  ends 
of  the  weaver  and  pass  them  between  the  two  parts  of  the 
second  vertical  strip. 

Continue  weaving  in  this  manner,  first  from  the  left  side, 
then  from  the  right  side,  until  the  eighteen  weavers  have 
been  used. 

By  pulling  the  open  ends  of  the  vertical  strips,  the  weavers 
are  pressed  together  as  shown  in  Fig.  155.  By  pulling  the 
open  ends  of  the  weavers  the  vertical  strips  are  pressed 
together. 


EXERCISE  CLIV. 

Cut,  pointed,  the  ends  of  the  vertical  strips,  leaving  them 
il/2  inches  long. 

Cut,  pointed,  the  ends  of  the  weavers,  leaving  them  24 
inch  long. 

Form  the  basket  by  bringing  the  ends  of  the  vertical  strips 
together.  Pass  each  end  under  the  first  weaver  on  the  oppo- 
site edge.  This  makes  a  secure  fastening. 

Form  the  bottom  of  the  basket  by  folding  inward  the 
ends  of  the  weavers.  Cut  two  circles  of  bristol  board  the 

123 


desired  size,  paste  one  circle  on  the  inside  and  one  circle  on 
the  outside,  thus  making  a  double  bottom  for  the  basket. 

Finish    the   top   of   the   basket,   by   folding  outward   the 
pointed  ends  of  the  weavers. 


For  a  handle,  cut  a  strip  of  bristol  board  7  inches  long 
and  l/2  inch  wide. 

Pass  the  pointed  ends  of  the  handle  under  the  first  vertical 
strip  on  the  outside  of  the  basket. 


SQUARE  TWINE  HOLDER— DOUBLE  WEAVING. 

Use  two  contrasting  shades  of  light  weight  bristol  board. 

Cut  eight  strips,  24  inches  long  and  }/z  inch  wide,  four 
from  each  shade.  Fold  the  ends  of  each  strip  together. 

Cut  twenty  strips,  12  inches  long  and  l/2  inch  wide,  twelve 
from  one  shade,  eight  from  the  other  shade.  Fold  the  ends 
of  each  strip  together. 

All  vertical  strips  used  are  of  one  shade ;  all  horizontal 
strips  used  are  of  the  other  shade. 

124 


Using  the  same  shade  as  the  eight  short  strips,  arrange 
the  four  long  strips  in  a  vertical  position,  as  dictated  in 
Exercise  153. 


FIGURE  156 

Weave  in  eight  short  strips,  four  long  strips  and  four 
short  strips.  This  forms  the  cover,  back,  bottom  and  front 
of  the  twine  holder.  See  Figure  156. 

125 


Use  four  short  weavers  of  each  side,  weaving  up  and 
down  on  the  ends  of  the  four  long  weavers. 

I? v  pulling  the  open  ends  of  the  weavers  the  vertical 
strips  are  pressed  together. 

I>y  pulling  the  open  ends  of  the  vertical  strips  the  weavers 
are  pressed  together.  Fig.  155. 


Cut,  pointed,  the  ends  of  the  vertical  strips  and  weavers, 
leaving  them  il/2  inches  long.  Fold  the  holder  into  shape. 
The  extra  points  on  the  sides  and  top  edge,  not  needed  for 
fastening,  may  be  folded  inward  and  pasted  on  the  inside 
of  the  holder. 

Fasten  the  sides  by  passing  the  points  under  the  first 
opposite  vertical  strip  on  the  outside  of  the  holder. 

Place  the  twine  in  the  holder. 

Fasten  the  points  along  the  top  edges  and  cover  by  pass- 
ing them  under  the  first  weaver  or  vertical  strip  on  the  out- 
side of  the  holder. 

126 


'A  pretty  square  box  may  be  made  by  pasting-  all  the  points 
along  the  top  edges  inside  of  the  box.  Paste  the  points 
along  the  sides  of  the  cover,  on  the  under  side  of  the  cover, 
leaving  the  points  on  the  front  for  fastenings. 


EXERCISE  CLV. 

Boxes. 

When  dictating  Exercises  XXVIII.,  XXIX.,  and  XXXI., 
make  it  a  point  to  lead  the  pupils  to  see  that  the  depth  ot 
the  box  or  basket  is  allowed  when  making  the  drawing. 

For  Example. — If  a  box  when  finished  is  to  be  5  inches 
long,  4  inches  wide  and  2  inches  deep,  the  drawing  must 
not  be  made  5  inches  long,  but  9  inches,  thus  allowing  for 
the  depth. 

The  same  is  true  of  the  width — not  4  inches,  but  8. 

Seat  Work. 

1.  Make  a  box,  when  finished,  4  inches  long,  3  inches 
wide  and  I  inch  deep. 

2.  Make  a  box,  when  finished,  15  inches  long,  4  inches 
wide  and  2  inches  deep. 

3.  Make  a  cover  for  the  second  box  that  will  come  down 
over  the  box  I  inch. 

When  using  drawing  paper  the  cover  may  be  made  the 
same  size  as  the  box. 

\Vhen  heavier  material  is  used  an  allowance  must  be 
made.  This  is  too  advanced  for  a  first  grade. 


EXERCISE  CLVI. 

For  seat  work  draw  a  6-inch  red  circle,  a  5-inch  white 

and  a  4-inch  blue  circle. 

In  center  of  blue  paste  some  appropriate  portrait 

Any   other   colors   will  answer  the   same  purpose.     On 

patriotic  days  the  red,  white  and  blue  are  best. 

127 


EXERCISE  CLVII. 


Basket  or  Tray. 


Construct  a  5-inch  square. 

Proceed  as  in  Exercise  XXXI. 

Bisect  edges  of  bottom  as  shown  in  drawing. 

\Yith  A  B  as  a  radius  describe  the  arcs  as  shown  in  the 
drawing. 

Cut  away  one-half  of  each  square  in  corners.  Use 
remaining  half  for  paste  lap. 


EXERCISE  CLVm. 


Basket  or  Tray. 


Construct  square  of  desired  size. 

Proceed  as  in  Exercise  XXXI. 

Bisect  edges  of  bottom. 

With  A  B  as  a  radius  describe  arcs. 

Cut  all  continuous  lines. 

Score  all  dotted  lines. 

Tie  as  in  Exercise  XXXI. 


128 


EXERCISE  CLIX. 


Basket. 


Draw  a  2-inch  circle  within  a  5-inch,  using  the  same 
center. 

Fold  circle  into  eighths  or  sixteenths,  as  shown  in  draw- 
ing. 

Cut  along  dotted  lines. 

Unfold — when  pasting  allow  the  parts  to  over  lap. 

Cut  strip  14  inches  long  and  I  inch  wide. 

Crease  in  center  lengthwise. 

Paste  around  top,  allowing  one-half  inside  the  basket,  the 
other  outside. 

For  seat  work  have  pupils  make  another  basket  (indepen- 
dent of. teacher)  4  inches  high. 


EXERCISE  CLX. 


Wall  Pocket. 


Construct  rectangle  8  in.x$  in. 
For  other  dimensions  see  drawing. 
Score  all  dotted  lines. 

129 


<^  ut  along  heavy  lines. 

After  pupils  have  constructed  the  above  with  the  aid  of 
teacher  have  them,  for  seat  work,  construct  another  such 
wall  pocket,  doubling-  the  dimensions. 

Have  them  construct  a  match  safe,  using  one-half  the 
dimensions  of  the  above  exercise. 


EXERCISE  CLXI. 


To  Construct  a  Square. 


It--. 


Draw  the  horizontal  line  A  B 

On  the  line  A  B  mark  off  A  C — greater  than  one-half  cf 
A  B. 

Measure  A  D  equal  to  A  C. 

With  a  radius  equal  to  DC,  using  C  and  D  as  centers, 
describe  the  arcs  intersecting  at  G. 

The  third  size,  B  H,  may  be  found  in  a  similar  manner 
using  E  and  F  as  centers. 

Join  G  and  H  for  the  fourth  side  of  the  square. 


QuatrefoiL 


EXERCISE  CLXII. 


130 


Cut  in  connection  with  drawing. 

To  be  used  in  work 'of  decoration. 

Draw  square  of  any  size. 

Bisect  edges  of  square. 

With  a  distance  on  the  circle  maker  equal  to  one-haif 
the  length  of  a  side  of  the  square  draw  semi-circles  as 
shown  in  drawing,  using  points  of  bisection  as  centers. 


EXERCISE  CLXIII. 

Card  Receiver. 


Card  receiver  involving  the  use  of  the  quatrefoil. 
Two  quatrefoils  of  the  same  size  are  pasted  together  at 
the  centers. 

Several  pairs  are  strung  to  ribbon  as  shown  in  drawing. 


EXERCISE  CLXIV. 

For  seat  work  construct  /-inch,  6-inch,  5-inch,  4-inch, 
3-inch  and  2-inch  equilateral  triangles,  using  at  least  two 
colors  and  paste  first  one  color  and  then  another  as  in  Exer- 
cise XXXIII. 

131 


EXERCISE  CLXV. 


For  seat  work  draw  a  7-inch  red  equilateral  triangle,  a 
6-inch  white  and  a  5-inch  blue. 

Paste  one  upon  the  other  as  shown  in  drawing.  In  cen- 
ter of  blue  mount  home  or  portrait  of  Lincoln  or  Washing- 
ton. 

It  may  be  that  this  work  will  be  done  on  the  birthday  of 
some  one  of  the  Authors.  If  so,  use  the  desired  portrait. 


EXERCISE  CLXVI. 

Toothpick  Holder. 


This  exercise  may  be  drawn  the  same  as  Exercise  LX. 
Score  dotted  lines  and  tie  in  place  of  pasting. 


132 


EXERCISE  CLXVII. 


Stamp  Box. 


Based  on  equilateral  triangle. 

Draw  oblong  3  in.x^4  in. 

On  each  long  edge  construct  equilateral  triangle. 

See  Exercise  LVII. 


EXERCISE  CLXVIII. 


Trefoil 


To  be  drawn  and  cut  in  connection  with  drawing. 
To  be  used  in  work  of  decoration. 
Construct  equilateral  triangle. 
Bisect  edges  of  triangle. 

133 


With  a  distance  on  the  circle  maker  greater  than  one-half 
the  length  of  the  side  of  the  triangle  describe  arcs  as  shown 
in  drawing  using  corners  of  triangle  as  centers. 


EXERCISE  CLXIX. 


Trefoi1 


Card  Receiver. 

Based  on  Trefoil. 
See  Exercise  CLIX. 
See  Exercise  CLXIII. 


Lantern. 


EXERCISE  CLXX. 


Made  for  decorative  purposes  involving  the  square,  equi- 
lateral triangle,  quatrefoil  and  trefoil. 
Draw  rectangle  8y2  in.x2  in. 
Allow  y2  inch  for  paste  flap. 
Divide  remainder  of  rectangle  into  2-inch  squares. 


134 


On  the  front  and  the  back  edge  of  each  square  construct 
an  equilateral  triangle. 

Cut  the  quatrefoil  and  trefoil  of  colored  paper  and  deco- 
rate, lantern  as  shown  in  drawing. 

Place  the  decorations  before  pasting  lantern  together. 


EXERCISE  CLXXI. 


Isosceles  Triangle. 


Draw  the  line  A  B. 

Mark  off  A  C  greater  than  one-half  A  B. 

With  double  this  distance  on  the  circle  maker,  as  a  radius 
and  A  as  a  center  describe  the  arc  D  E. 

With  B  as  a  center  and  the  same  radius  describe  the  arc 
F  G. 

Connect  point  of  intersection  H  by  straight  lines  with  A 
and  B. 


Lantern. 


EXERCISE  CLXXII. 


135 


This  exercise  involves  the  use  of  the  square  and  isosceles 
triangle. 

Draw  rectangle  as  in  Exercise  CLXX. 

( hi  front  and  back  edges  of  each  square  construct  an 
isosceles  triangle. 

Decorate  and  paste.     (See  Exercise  CLXX.) 


EXERCISE  CLXXIII. 


Lantern. 


For  seat  work  have  pupils  construct  rectangle  as  given 
in  Exercise  CLXX  and  CLXXII. 

( hi  front  edge  of  each  square  construct  an  isosceles  tri- 
angle. 

( )n  back  edge  of  each  square  construct  an  equilateral  tri- 
angle. 

Decorate  and  paste. 


Tray. 


EXERCISE  CLXXIV. 


Construct  4-inch  equilateral  triangle. 
Construct  sides. 
Bisect  bottom  edges. 

With  these  points  of  bisection  as  centers  and  a  radius 
equal  to  A  B,  describe  arcs. 

This  exercise  may  be  tied  or  pasted  just  as  desired. 


EXERCISE  CLXXV. 


Scalene  Triangle. 


Draw  the  horizontal  line  A  B  5  inches  long. 
With  center  A  and  radius  4  inches,  describe  arc  C  D. 
With  center  B  and  radius  3  inches,  describe  arc  E  F. 
Connect  point  of  intersection  G  with  A  and  B. 
A  triangle  is  called  scalene  when  no  two  of  its  sides  are 
equal. 


EXERCISE  CLXXVI. 


Work  Basket. 


Draw  a  3-inch  square  and  draw  diagonals. 
From  center  of  square  draw  an  eight  circle.     (This  means 
4  inches  on  circle  maker.) 

Extend  diagonals  to  circumference  of  circle. 


137 


With  y\  inch  on  circle  maker  draw  arcs  which  cut  the 
circumference  right  and  left  of  the  diagonals. 

Correct  these  points  of  intersection  with  corresponding 
corners  of  square. 

If  straight  top  is  desired  cut  each  side  as  indicated  by 
dotted  line. 

This  exercise  may  be  drawn  on  a  larger  scale  and  cut  into 
parts.  Each  part  is  covered  with  cloth  and  tied  together  at 
corners.  The  bottom  is  punched  at  corners  and  tied  to 
sides. 


EXERCISE  CLXXVII. 

Envelope. 

Envelope  Used  for  Finished  Work. 


Envelope  used  for  finished  work. 

Every  pupil  should  have  an  envelope  in  which  to  put 
written  work,  drawings,  etc. 

Material. — Heavy  manilla  paper. 
Construct  rectangle  16/2  in.xi3^  in. 
For  other  dimensions  see  drawing. 


EXERCISE  CLXXVIII. 

For  seat  work  construct  a  hexagon  measuring  4  inches  on 
a  side,  another  measuring  3  inches,  a  third  measuring  2 
inches.  Mount  as  in  Exercise  CLXV. 

138 


Octagon. 


EXERCISE  CLXXIX. 


Construct  the  square. 

Draw  the  diagonals. 

With  half  the  length  of  the  diagonal  as  a  radius  and  the 
corners  of  the  square  as  centers,  describe  arcs,  locating  the 
corners  of  the  octagon. 

Connect  points,  completing  the  octagon. 


EXERCISE  CLXXX. 


Table. 


Material. — -Bristol  board. 

Construct  rectangle  i2l/2  in.x2^  in. 

Mark  off  }/2  inch,  measuring  from  the  left  edge. 

Draw  dotted  lines  to  mark  width  and  length  of  table. 

Measurements  for  legs  of  table  are  made  to  the  rignt 
and  left  of  dotted  lines. 

Score  all  clotted  lines. 

After  constructing  table  little  or  no  difficulty  will  be 
encountered  in  constructing  chairs,  foot  stools,  couches, 
etc.  The  same  idea  of  frame  work  may  be  carried  out  in 
each. 

139 


EXERCISE  CLXXXI 


Match  Safe. 


Construct  rectangle  $l/2  in.x4  in. 
For  other  dimensions  see  drawing. 


EXERCISE  CLXXXH. 


Brush  Broom  Holder. 
Back. 


Construct  rectangle  5  in.x4^4  in. 
For  other  dimensions  see  drawing. 
Pocket. 

Construct  rectangle  6  in.x4^4  in. 
For  other  dimensions  see  drawing. 


140 


Letter  Case. 


EXERCISE  CLXXXIII. 


C 


Construct  rectangle  14  in.x4^2  in. 
For  othei  dimensions  see  drawing. 
Construct  another  rectangle  7  in.x4^2  in. 
For  other  dimensions  see  drawing. 
Score  dotted  lines  and  fold  like  a  fan. 


EXERCISE  CLXXXIV. 


Pencil  Holder. 


Draw  a  3-inch  square. 

Construct  octagon.  (See  Exercise  CLXXIX.) 
Complete  as  is  shown  in  drawing. 
Score  all  dotted  lines. 
Cut  continuous  lines. 
For  base  construct  5-inch  square. 
Complete  octagon. 

On  edges  of  octagon  construct  semicircles. 

141 


<     fi 


EXERCISE  CLXXXV. 

1.  Make  a  box  when  finished,  that  will  be   ij/2   inches 
deep,  3J/>  inches  wide  and  $l/>  inches  long. 

2.  Make  a  box  5^4  i"-*3/4  in.xiJ4  in. 

3.  Make  a  box  7^  in.xS^j  in.x2*/6  in. 

L'nfold — when  pasting  allow  the  parts  to  overlap. 


EXERCISE  CLXXXVI. 


Sliding  Pencil  Box. 


K 


Make  the  box  7  in.x2  7-16  in.xi5~i6  in.    (See  Exercise 
CLXXXII.) 

Make  cover  7  in.x2^  in.xi  in. 


EXERCISE  CLXXXVII. 
Kodac  Picture  Book. 


Material.  —  Piece  of  leatherette  12  in.x5  in.  Gray  felt 
paper  for  leaves. 

Turn  in  long  edges  of  leatherette  ^  of  an  inch.  Turn  in 
short  edges  ^  inch. 

Cut  away  one  thickness  of  corner. 

See  drawing  marked  I. 

Turn  back  and  cut  the  upper  square  in  corner  diagonally 
so  as  to  give  the  appearance  of  mitred  corner.  See  drawing 
marked  2.  Leatherette  corners  of  book  covers  are  cut  the 


same. 


142 


Cut  felt  paper  nl/2  in.xzj.^  in. 

Glue  only  edges  of  felt  paper  and  paste  to  inside  of  leather 
along  turned  edges. 

Score  dotted  line  and  fold  sides  of  cover  together. 

Cut  leaves  of  felt  paper  the  size  of  lining  and  tie  to  cover 
with  desired  shade  of  babv  ribbon. 


Art  Book. 


EXERCISE  CLXXXVIII. 


This  exercise  is  very  similar  to  Exercise  CVII. 

The  short  edges  of  cover  are  connected  with  strip  of  cloth, 
giving  a  long  narrow  book.  (See  drawing.)  The  space 
between  two  sides  of  cover  will  depend  upon  the  number  of 
pages  desired.  Usually  y%  of  an  inch  is  sufficient.  The 
book  here  mentioned  may  be  made  with  success  in  the  fourth 
and  fifth  grades.  Each  grade  should  have  a  book  but  th<> 
teachers  must  simplify  to  suit  the  various  grades. 

Material. — For  foundation  use  the  same  as  in  Exercise 
CXVII.  For  covering  use  ingrain  wall  paper.  For  cor- 
ners and  back  use  leatherette.  The  leaves  are  made  of  the 
same  shade  of  ingrain  wall  paper  as  was  used  for  cover. 
Sew  leaves  in  just  as  stubs  were  in  Exercise  CXVII. 

During  the  past  three  years  great  progress  has  been  made 
along  the  line  of  art  in  our  public  schools.  The  Perry  and 
Brown  pictures  are  so  reasonable  in  price  that  most  any 
child,  even  in  the  poorer  districts  can  afford  to  have  at  least 
one  picture  a  month. 

The  work  along  this  line  must  be  done  systematically  as 
well  as  all  other  phases  of  school  work.  If  this  is  not  done 
often  a  fifth  grade  teacher  will  be  found  using  pictures  that 
the  pupils  have  already  had  in  previous  grades. 

143 


Let  the  teachers  of  a  school  get  together  and  decide  the 
number  of  pictures  they  wish  to  use  in  all  grades  during  the 
year.  Let  this  number  be  large  enough  so  that,  at  least, 
ten  pictures  may  be  assigned  to  each  grade.  This  will  be 
one  for  each  month  of  the  school  year. 

Allow  all  the  first  grades  to  use  the  same  picture  even 
though  there  are  several  such  grades  in  the  building. 

\\  hen  these  pupils  are  advanced  to  the  second  grade  give 
the  pictures  chosen  for  this  particular  grade  and  so  on 
through  the  building.  All  pupils  remaining  in  the  same  build- 
ing from  the  iirst  through  the  eighth  grade  will  have  had 
eighty  pictures. 

When  studying  the  picture  each  child  should  have  a  copy 
on  his  own  desk. 

Most  excellent  language  work  is  the  outcome  of  such 
exercises. 

Art  does  for  the  eye  what  music  does  for  the  ear.  It  cul- 
tivates a  taste  for  the  beautiful  and  raises  the  ideals  of  th*> 
observer. 


EXERCISE  CLXXXIX. 

Folio  for  Newspaper  Clippings. 


This  folio  is  made  of  any  number  of  manilla  envelopes 
that  may  be  desired. 

Construct  rectangle  16^2  in.xgy2  in. 

For  other  dimensions  see  drawing. 

Round  off  all  sharp  corners  as  shown  in  drawing. 


144 


When  the  envelopes  are  completed  two  are  pasted  to  a 
strip  of  linen  cloth,  leatherette,  or  good  quality  of  cambric, 
very  much  as  the  covers  in  Exercise  XCVII.  or  the  laps 
in  CLXXXVIII.  (See  drawing.)  All  are  pasted  together 
in  this  way — the  second  to  the  first — the  third  to  the  second, 
etc.  The  face  of  one  envelope  and  the  back  of  another 
always  lie  one  upon  the  other  like  the  pages  of  a  book. 
When  all  are  put  together  in  this  way  the  "first"  and  the 
"last"  are  glued  to  the  inside  of  completed  covers  just  as 
the  envelopes  were  put  together. 

There  is  no  sewing  required  as  in  Exercise  XCVII. 

Each  envelope  is  marked  to  indicate  the  kind  of  clippings 
to  be  placed  in  it. 

The  Cover. 

Cut  covers  10  in.x4*4  in. 

Use  material  mentioned  in  Exercise  XCVII. 

Finish  covers  just  as  in  Exercise  XCVII. 


Portfolio. 


EXERCISE  CXC. 


Construct  rectangle   18  in.xi3  in. 

Cut  along  heavy  lines. 

Score  dotted  lines. 

This  exercise  may  be  finished  without  freeing  the  laps. 

Material. — Strawboard,  jute  board,  or  a  light  quality  of 
binder's  board,  for  foundation. 

Leatherette. — Marble  paper  for  lining,  strips  of  tape  or 
ribbon  for  tieing. 

For  cutting  of  material  see  Exercise  CXVII. 


145 


EXERCISE   CXCI. 


Portfolio. 


The  drawing  for  this  folio  is  the  same  as  that  for  Exer- 
cise CXC.  Cut  along  dotted  lines  instead  of  scoring 
them. 

With  strips  of  cambric  paste  laps  to  cover,  allowing  a 
space  of  y^  inch. 

Paste  or  glue  parts  of  cover  together  as  shown  in  above 
drawing. 

For  cutting  of  materials  see  Exercise  XCVII. 


EXERCISE  CXCIL 


Portfolio. 


I 


Construct  rectangle  20  in.xi4  in. 

This  exercise  shows  another  style  of  portfolio. 

It  is  made  of  the  same  materials  as  Exercises  CLXXXV., 
and  CLXXXVI.  It  may  be  made  cither  as  Exercise 
CLXXXVIL,  or  Exercise  CLXXXVIII. 


Address  Book.  EXERCISE  CXCHI. 

This  is  a  very  desirable  little  book  and  is  made  the  same 
as  Exercise  CLXXXVII,  only  a  little  smaller. 

146 


Cook  Book.  EXERCISE  CXCIV. 

The  cover  for  this  book  is  made  the  same  as  that  of  Exer- 
cise CLXXXVUI. 

The  material  used  in  covering  is  the  white  oil  cloth  such 
as  is  often  placed  on  kitchen  tables.  This  being  water  proof 
often  prevents  the  book  from  being  soiled.  The  leatherette 
may  be  used  for  corners. 

Ask  the  mothers  of  the  children  of  a  certain  grade  to  con- 
tribute recipes  for  cakes,  cookies,  pies,  etc.  If  there  is  a 
printing  press  in  the  building  have  these  recipes  set  up  in 
type  form.  If  the  school  does  not  possess  a  printing  press 
allow  the  children  to  do  the  work  in  copying  during  the 
writing  period. 

All  are  then  bound  in  the  book  as  in  Exercise 
CLXXXIII. 


Guest  Book.  EXERCISE   CXCV. 

The  cover  of  the  guest  book  is  made  of  water  color  board 
and  is  decorated  with  water  color  paints  and  gilding. 

The  two  sides  are  not  connected  as  in  Exercise 
CLXXXIII,  but  are  punched  and  tied  down  the  back  with 
ribbon. 

The  leaves  are  made  of  plain  white  paper. 


Rhombus.  EXERCISE  CXCVI. 


14 

Draw  the  base  A  B. 

Draw  an  oblique  line  A  C,  length^A  B  through  A  at  any 
convenient  angle  to  A  B. 

Take  A  B  as  radius  and  B  and  C  respectively  as  centers 
and  describe  the  arcs  E  F  and  G  H,  which  intersects  at  D. 

Connect  D  with  B  and  C. 

A  rhombus  is  a  parallelogram  whose  adjacent  sides  are 
equal. 

147 


EXERCISE  CXCVII. 

Rhomboid. 

Draw  the  base  A  B. 

Draw   A  C  at   any   convenient 
angle  to  A  B.  &L 

With  C  as  center  and  A  I>  as  radius  describe  arc  E  F. 

With  B  as  center  and  A  C  as  radius  describe  arc  G  H, 
the  two  intersecting"  at  D. 

Connect  D  and  C,  and  D  and  B. 

A   rhomboid    is    a  parallelogram    whose   angles   are   not 
right  angles  and  whose  adjacent  sides  are  unequal. 


Drawing  of  Church. 


EXERCISE  CXCVIII. 


EXERCISE   CXCIX. 


In  this  exercise  is  given  a  variety  of  patterns  which  may 
be  used  as  taberets.  The  exercises  are  based  on  exercises 
LXXVIII  and  LXXX. 


EXERCISE  CO. 


Stamp  Holder. 


This  exercise  may  be  made  from  paper  4^/2  icnhes  square. 

From  center  of  paper  construct  a  2^/2  inch  circle.  Inscribe 
hexagon.  With  radius  equal  to  twice  the  perpendicular  be- 
tween center  and  side  ab,  or  any  side  (in  this  size  %  inch). 
Construct  a  second  circle.  Extend  sides  of  hexagon  to  cir- 
cumference of  large  circle  as  shown  in  drawing.  Crease 
on  straight  lines  always  keeping  one  piece  folded  while  next 
crease  is  being  made. 

This  folding  turns  the  flaps  in  ;  to  have  them  turn  out, 
spread  case  out  flat  after  all  creasing  is  done  and  turn  out- 
side in.  Decorate  each  flap  in  conventional  design.  Larger 
case  may  be  made  from  paper  51/2  inches  square.  Radius 
of  inner  circle  il/2  inch. 

149 


EXERCISE  CGI 


Cathedral  Windows. 


150 


Pupils  studying  the  cathedrals  of  the  Old  World  will 
thoroughly  enjoy  making  designs  for  cathedral  windows. 
This  line  of  work  affords  a  thorough  review  of  the  con- 
struction of  various  angles,  circles,  hexagons,  etc. 

FREE  HAND  CUTTING  AND  TEARING. 


This  line  of  work  affords  one  of  the  best  modes  of  ex- 
pression ever  introduced  into  the  primary  grades  of  our 
public  schools. 

EXERCISE    CCII. 


EXERCISE    CCIV. 


EXERCISE    CCV. 


EXERCISE    CCVI. 


153 


EXERCISE    CCVII. 


EXERCISE   CCVIII. 


n  flii  iM 


EXERCISE    CCIX. 


154 


EXERCISE    OCX. 


EXEHCISE    CCXI. 


155 


EXERCISE   CCXII. 


EXERCISE    CCXIV. 


156 


EXERCISE    CCXV. 


EXERCISE   CCXVI. 


EXERCISE   CCXVII. 


157 


EXERCISE   CCXVIII. 


EXERCISE   CCXIX. 


EXERCISE   CCXX.  EXERCISE   CCXXI. 


158 


BASKETEY. 


During  the  past  few  years  basketry  has  been  proven  a 
very  beneficial  line  of  hand  work.  To  be  of  any  value  in 
developing  originality  and  invention,  as  well  as  manual 
dexterity,  basketry  should  not  be  merely  imitative. 

At  first,  when  one  is  learning,  it  is  well  to  copy  good 
models,  but  half  the  benefit  and  pleasure  is  lost  if  one  con- 
tinues copying. 

As  soon  as  possible  original  experiments  should  be  under- 
taken, at  first  in  well-known  lines  and  with  tested  material?. 

In  almost  every  vicinity  home-grown  materials  are  avail- 
able, that  may  be  used  instead  of  the  commercial  ones.  This 
may  enable  you  to  devise  an  entirely  different  basket  from 
any  you  have  seen.  Or,  by  preparing  the  material  in  a 
different  way,  or  under  different  conditions,  the  result  will 
be  a  novel  basket.  In  the  use  of  home-grown  materials, 
there  is  a  very  wide  field  for  experiment. 

Imported  raffia  and  rattan  are  the  most  common  mate- 
rials in  use. 

The  Indian  makes  use  of  yucca.  From  it  is  obtained  the 
fiber  for  ropes,  and  coarse  cloth,  as  well  as  the  material  for 
baskets.  The  leaves  are  split  with  the  thumb  nail.  These 
parts  are  split  again  and  the  bunches  of  these  splints  are 
hung  in  the  house  to  dry. 

When  used  they  are  buried  in  sand  until  pliable  and  tough. 
This  suggests  a  method  of  using  the  leaves  of  cat-tails  and 
rushes,  when  the  worker  is  not  able  to  obtain  the  yucca,  or 
Spanish  bayonet. 

Both  the  long  and  short  pine  needles  may  be  used.  It 
is  interesting  to  note  how  much  their  color  depends  upon 
methods  of  drying.  If  the  needles  are  cut  green  and  dried 
in  a  dark  room,  the  most  beautiful  ashen  gray  will  be  the 
result.  If  allowed  to  hang  on  a  cut  bough,  and  dry  in  the 
bright  sunshine,  a  rich,  dark  brown  is  the  result.  Any 
shade  between  the  ashen  gray  and  dark  brown  is  obtained 
by  controlling  the  amount  of  light  or  sunshine. 

Rushes  and  many  tough  grasses  that  grow  on  marshy 
lands  are  useful  in  basketry. 

The  root-like  stem  of  the  wire  grass  makes  a  good  sub- 
stitute for  the  squaw  grass  used  by  the  Western  Indians. 

159 


The  stems  of  many  ferns  and  some  fibrous  roots  are  also 
used.  The  common  corn  husks  may  be  used  in  coiled  bas- 
kets with  good  results. 

The  red  and  yellow  willows  are  successfully  used  in  the 
woven  baskets.  Many  a  farmer  boy  might  construct  with 
the  willows  large  baskets  to  be  used  about  the  house. 

This  does  not  exhaust  the  list  of  materials  by  any  means. 
Frequently  two  or  more  materials  are  combined  in  one  bas- 
ket with  good  results. 

While  basketry  has  its  limitations,  it  should  not  be  omit- 
ted from  any  course  of  hand  work  in  private  or  public  school 
work. 

BRAIDING. 


Three  Strand  Braid.         EXERCISE  I. 

Commence  all  braids  with  large  ends  of  raffia.  Place  the 
left  hand  strand  over  the  center  strand.  Place  the  right 
hand  strand  over  the  center  strand.  Repeat  until  the  desired 
length  is  attained. 

Add  new  strands  by  braiding  their  large  ends  along  with 
the  small  ends  of  the  old  strands. 


Four  Strand  Braid.          EXERCISE  II. 

Place  the  left  hand  strand  over  the  second  and  under  the 
third  strand.  Place  the  right  hand  strand  under  the  second 
and  over  the  third  strand.  Repeat  until  the  desired  length 
is  attained. 

Five  Strand  Braid.         EXERCISE  III. 

Place  the  left  hand  strand  over  the  second  and  under  the 
third  strand.  Place  the  right  hand  strand  over  the  second 
and  under  the  third  strand.  Repeat  until  the  desired  length 
is  attained. 

Seven  Strand  Braid.       EXERCISE  IV. 

Place  the  left  hand  strand  over  the  second  and  under  the 
third  and  fourth  strands.  Place  the  right  hand  strand  over 
the  second  under  the  third  and  fourth  strands.  Repeat 
until  the  desired  length  is  attained. 

160 


Braided  Mat.  EXERCISE  V. 

Make  a  braid  of  raffia  five  or  six  feet  in  length.  Make  a 
small,  flat  coil  of  the  braid  with  the  end  on  the  under  side 
of  the  mat.  Sew  the  edge  of  the  braid  to  the  edge  of  the 
coil.  Use  split  strands  of  raffia  for  sewing,  running  the 
stitches  in  the  direction  of  the  twists  in  the  braid. 

Finish  the  mat  by  sexving  the  end  of  the  braid  on  the 
under  side  of  the  mat.  Fig.  I. 


FIGURE  I. 

EXERCISE  VI. 

Braided  Broom  Holder. 

This  holder  is  made  with  two  mats — as  dictated  in 
Exercise  V. 

Place  the  wrong  side  of  the  two  mats  together.  Sew 
the  right  and  left  edges  together  with  a  thread  of  raffi?- 

Finish  with  a  braided  handle. 


Braided  Basket.  EXERCISE  VH 

To  make  the  bottom  of  the  basket,  follow  the  dictation  for 
Braided  Mat,  Exercise  V.  To  form  the  side  of  the  basket, 
turn  the  braid  on  edge.  One  long  braid  is  used  for  the 
whole  basket.  Fasten  the  end  of  the  braid  on  the  inside 
of  the  basket. 

Finish  with  a  braided  handle. 


EXERCISE 

Braided  Doll  Hat. 

For  beginning  the  hat  follow  the  dictation  as  given  in 
Exercise  V.  Work  from  the  center  of  the  crown  and  finish 
on  the  edge  of  the  rim. 

161 


The  braid  may  be  made  smoother  by  ironing  with  a 
moderately  hot  iron. 

Mats  of  various  shapes  and  sizes  may  be  made  with 
braids  of  raffia.  A  combination  of  natural  and  colored  raffia 
makes  verv  attractive  braids. 


EXERCISE  IX. 

Braided  School  Book  Bag. 

Make  a  heavy  three-strand  braid,  using  six  or  eight 
lengths  of  raffia  in  each  strand.  Make  a  large  oval  mat. 
Lay  the  small  ends  of  the  mat  together.  With  a  thread  of 
raffia  sew  the  straight  edges  together. 

Turn  back  the  small  ends  of  the  mat  and  fasten  them  on 
the  outside  of  the  bag.  Finish  with  a  heavy  braided  handle. 


WRAPPING. 


Wrapped  Napkin  Ring. 


EXERCISE  X. 


PLATE    I. 

Make  the  foundation  of  the  napkin  ring  from  heavy 
bristol  board.  Dampen  the  strands  of  raffia  to  be  used. 
Hold  the  napkin  ring  by  its  lower  edge.  Place  a  strand  of 
raffia  on  the  inside  of  the  ring  with  its  large  end  close  to  the 
upper  edge  of  the  ring. 

162 


Hold  the  end  of  the  raffia  in  place  and  wind  up  on  the 
outside  and  down  on  the  inside  of  the  ring.  Wind  over  the 
end  until  it  is  securely  fastened.  When  inserting  a  new 
strand  wind  over  the  end  with  the  old  strand.  Pick  up  the 
new  strand  and  fasten  the  end  of  the  old  strand  in  the  same 
manner. 

See  that  the  ring  is  closely  covered  with  the  strands. 
Fasten  the  end  of  the  last  strand  by  sewing  it  through  the 
ring.  The  edges  may  be  left  plain  or  sewed  over  and  over 
with  separate  strands  of  raffia. 

Strands  of  colored  raffia  or  ribbon  may  be  run  in  and  out 
through  the  strands  of  raffia  around  the  center  of  the  napkin 
ring. 
Pin  Cushion.  EXERCISE  XI. 

Make  a  napkin  ring  with  a  plain  edge  as  dictated  in 
Exercise  X.  Make  an  oval  cushion  of  silk  and  fasten  it 
inside  the  ring.  Decorate  the  center  of  the  ring  with  baby 
ribbon,  using  the  same  color  as  for  the  cushion.  Finish 
with  a  braided  hanger,  fastening  it  under  the  edges  of  the 
ring. 
Hair  Pin  Receiver.  EXERCISE  XII. 

Make  a  napkin  ring  with  plain  edge  as  dictated  in  Exer- 
cise X. 

Crochet  long  chains  with  worsted.  Loop  the  chains  back 
and  forth  through  the  ring,  fastening  them  in  place  with 
threads  of  raffia. 

Finish  with  a  hanger  of  braided  raffia. 


EXERCISE  XIII. 

Wrapped  Round  Basket. 

The  side  and  bottom  of  a  round  box,  covered  separately, 
are  used  for  this  basket. 

For  covering  the  side,  follow  the  dictation  as  given  in 
Exercise  X. 

Perforate  the  center  of  the  bottom.  With  a  thread  of 
raffia  sew  through  the  center  and  over  the  edge,  until  the 
bottom  is  well  covered  on  both  sides. 

Sew  the  bottom  and  side  together. 

Finish  the  top  of  the  basket  with  a  separate  braid  laid 
around  the  outside. 

Use  a  braided  handle. 

163 


EXERCISE  XIV. 

Wrapped  Broom  Holder. 

Draw  and  cut  out,  from  light  weight  bristol  board,  two 
4-inch  circles.  For  covering  the  circles,  follow  the  dictation 
for  the  bottom  of  the  Wrapped  Round  Basket  as  given  in 
Kxercise  XIII. 

Finish  as  dictated  in  Exercise  VI. 


EXERCISE  XV. 

Wrapped  Oblong  Box. 

Break  an  oblong  box  into  its  parts,  leaving  the  four  sides 
intact.  Omit  using  the  sides  to  the  cover. 

For  covering  the  parts,  follow  the  dictation  as  given  for 
the  \\~rapped  Napkin  Ring  in  Exercise  X.  Sew  the  parts 
together,  attaching  the  cover  on  one  edge  of  the  box. 

Finish  the  outside  edges  with  fancy  braids  of  raffia.  A 
bow  of  ribbon  makes  an  attractive  decoration  for  the  cover. 


EXERCISE  XVI. 

Wrapped  Circular  Box. 

Break  a  box  into  its  parts.  Omit  using  the  side  to  the 
cover. 

For  covering,  follow  the  dictation  as  given  in  Exercise  X. 

Sew  the  parts  together,  attaching  the  cover  at  one  point. 

Finish  the  cover  with  a  bow  of  ribbon.  Finish  the  out- 
side edges  with  fancy  braids. 


Picture  Frame.  EXERCISE  XVII. 

Draw  and  cut  from  light  weight  straw  board,  square,  cir- 
cular, or  oval  frames  of  desirable  sizes. 

Follow  the  dictation  as  given  in  Exercise  X  for  Wrapped 
Napkin  Ring. 

Finish  with  a  braided  hanger. 


EXERCISE  XVm. 

Picture  Frame  with  Fringe. 

Draw  and  cut  from  light  weight  straw  board  circular  or 
oval  frames.  Cut  a  small  oblong  from  the  straw  board  over 
which  to  wind  the  fringe.  Thread  a  needle  with  raffia, 
tying  a  knot  in  the  small  end. 


164 


Sew  through  the  frame,  bringing-  the  needle  to  the  front 
side  and  leaving  the  knot  on  the  back  side  of  the  frame. 
Wind  the  thread  down  on  the  front  and  up  on  the  back 
(wind  around  the  frame  twice  for  the  first  stitich).  Hold 
the  oblong  close  to  the  upper  edge  of  the  frame.  Bring  the 
thread  to  the  front  between  the  oblong  and  frame.  Wind 
up  on  the  front  and  down  on  the  back  of  the  oblong.  Bring 
the  thread  to  the  front  at  the  right  of  the  fringe.  Place  the 
needle  under  the  loop  on  the  front  of  the  frame,  going 
toward  the  left  and  back  between  the  oblong  and  the  frame. 
Carry  the  thread  around  the  one  loop  of  the  fringe.  The 
thread  must  now  be  at  the  right  of  the  fringe  and  on  the 
front  side  of  the  frame. 

Place  the  needle  under  the  front  loop  of  the  fringe,  com- 
ing down  from  left  to  right,  down  through  the  loop  around 
the  fringe,  bringing  the  needle  through  on  the  front  side 
of  the  frame. 

This  completes  the  knot.     Figure  II. 


FIGURE  II. 

Remove  the  oblong  after  making  each  loop  of  the  fringe. 
Repeat  the  dictation  until  the  frame  is  covered. 

Knot  the  new  threads  to  the  old  ones,  close  to  the  back 
of  the  frame. 

Finish  with  a  braided  hanger. 

165 


EXERCISE  XIX. 

Wrapped  Wire  Basket. 

From  fine  wire  cut  sixteen  12-inch  lengths. 

Arrange  in  such  a  position  that  they  will  form  the  radii 
of  a  circle  cut  into  thirty  seconds.  Tie  in  position  with 
fine  thread  or  split  raffia. 

Beginning  at  the  center,  with  one  strand  of  raffia,  wrap 
around  the  lengths  of  wire. 

To  introduce  new  threads,  wrap  the  beginning  of  the  new 
thread,  along  with  the  ending  of  the  old  thread. 

Shape  the  basket   as  the  wrapping  progresses. 

Finish  the  ends  of  the  wire  by  bending  them  into  small 
loops  and  winding  them  with  raffia. 


PLATE  II. 


166 


WEAVING. 


EXERCISE  XX. 

Handkerchief  Holder. 

This  handkerchief  holder  is  made  with  two  contrasting 
shades  of  hat  braid.  A  wooden  frame  is  used  for  the  weav- 
ing. Tack  the  lengths  of  braid  to  be  used  for  the  warp, 
along  the  upper  and  lower  edges  of  the  frame.  Foi  weav- 
ing, use  lengths  of  braid  long  enough  to  cross  but  once. 
Press  the  weavers  close  together. 

When  the  weaving  is  completed,  remove  the  tacks  and 
trim  evenly  the  ends  of  the  weavers  and  warp. 

Bind  the  four  edges  of  the  woven  square  with  ribbon. 
Turn  the  four  corners  to  the  center.  Sew  the  bound  edges 
together  within  two  or  three  inches  of  the  center.  Dampen 
fhe  braid  and  roll  the  four  corners  up  and  back. 


Mat.  EXERCISE  XXI. 

Draw  on  a  square  of  light  weight  bristol  board,  a  circle 
of  desirable  size  for  the  mat. 

Divide  the  circle  into  eighths,  sixteenths  or  thirty-seconds, 
according  to  size.  Number  the  radii  as  in  drawing. 


Thread  the  needle  and  tie  a  knot  in  the  small  end  of  the 
raffia. 

Bring  the  needle  through  i,  leaving  the  knot  on  the  back- 
side. Carry  the  thread  across  to  9,  through  to  the  back 
and  on  to  8;  up  through  8,  across  to  16,  through  to  the 


167 


back  and  on  to  15  ;  up  through  15,  across  to  7,  through  to 
the  back  and  on  to  6;  up  through  6,  across  to  14,  through 
to  the  back  and  on  to  13;  up  through  13,  across  to  5, 
through  to  the  back  and  on  to  4;  up  through  4,  across  to 
ij,  through  to  the  back  and  on  to  n  ;  up  through  n,  across 
to  3,  tli rough  to  the  back  and  on  to  2. ;  up  through  2.,  across 
to  10,  through  to  the  back  and  up  half  way  between  9  and 
10.  Bring  the  thread  back  to  the  center  (making  an  odd 
number  of  strands).  Here  the  thread  is  tied  securely  to 
the  centers  of  the  other  strands.  Begin  weaving  at  the  cen- 
ter, going  over  one  and  under  one  thread. 

Weave  a  new  thread  along  with  the  old  one  for  two  or 
three  inches,  thus  avoiding  knots.  When  the  weaving  is 
finished  close  to  the  edge,  cut  the  threads,  with  which  the 
mat  \vas  strung,  between  2,  and  3,  4  and  5,  6  and  7,  etc., 
on  the  back  side  of  the  mat.  Remove  the  straw  board. 

Tie  the  cut  ends  in  twos,  in  hard  knots.  Go  round  the 
edge  again,  tying  the  right  hand  strand  of  one  knot  to  the 
left  hand  strand  of  the  next  knot. 

These  mats  are  very  effective  for  decorations  when  woven 
in  colors. 


EXERCISE  XXH. 

Broom  Holder. 

Draw  two  4-inch  circles  on  light  weight  straw  board. 
Weave  two  mats  as  dictated  in  Exercise  XXI.  Make  Broom 
Holder  as  dictated  in  Exercise  XIV. 


EXERCISE  XXIII. 

Woven  Book  Bag. 

Draw  and  cut  from  light  weight  straw  board  an  oblong, 
10  inches  long  and  8  inches  wide. 

String  the  bag  with  twenty  strands  of  raffia,  placing  them 
around  the  oblong  and  tying  them  along  the  upper  lo-inch 
edge. 

Commence  the  weaving,  from  right  to  left,  close  to  the 
lower  lo-inch  edge. 

Weave  the  new  strands  along  with  the  ends  of  the  old 
strands  for  two  or  three  inches. 

168 


As  there  is  an  even  number  of  strands  in  this  bag,  the 
weaver  must  be  passed  over  two  strands  at  the  beginning 
of  each  round. 

Weave  close  to  the  upper  edge.  Untie  the  strands  along 
the  upper  edge  hold  the  bag  open,  and  knot  the  strands 
together,  tying  one  to  the  next  strand  on  the  right,  in  a 
hard  knot. 

The  edge  may  be  finished  with  a  flat  braid,  sewed  over  and 
over,  or  with  a  button  hole  stitch.  Use  two  braided 
handles. 


Work  Bag.  EXERCISE  XXIV. 

On  a  square  of  light  weight  straw  board,  draw  a  5-inch 
circle,  to  be  used  for  the  bottom  of  the  bag. 

Perforate  the  center  of  the  circle.  Make  an  odd  number 
of  perforations,  about  ^2  inch  apart,  along  the  circumfer- 
ence. 

Thread  the  needle  and  tie  a  knot  in  the  small  end  of  the 
raffia.  Bring  the  needle  up  through  the  circle,  close  to  the 
center  perforation  ;  down  through  the  center  and  up  through 
one  perforation  on  the  circumference ;  down  through  the 
center  and  up  through  the  next  perforation  on  the  circum- 
ference, etc.,  until  the  circle  is  strung  on  both  sides.  Tie 
the  end  of  the  thread  to  a  strand  close  to  the  center  perfora- 
tion. 

While  stringing  the  circle,  new  threads  are  tied  to  the 
ends  of  the  old  ones.  Keep  all  knots  on  one  side  of  the 
circle. 

Cover  both  sides  with  plain  weaving,  following  the  dic- 
tation as  given  in  Exercise  XXI. 

After  weaving  close  to  the  circumference,  break  away  the 
edge  of  the  straw  board. 

Make  a  fancy,  silk  bag  and  attach  to  the  bottom  by  sewing 
over  and  over. 

Draw  strings  of  narrow  ribbon  to  match  the  bag,  or 
braided  raffia  to  match  the  bottom,  finish  the  Work  Bag. 

A  useful  Table  Mat  may  be  made  by  following  this  dic- 
tation. 

Two  mats  woven  in  this  manner  may  be  used  for  a  Broom 
Holder. 

169 


EXERCISE  XXV. 

Raffia  Pillow. 

Construct  a  wooden  frame,  the  desired  size  for  the  pil- 
low. Place  tacks,  l/2  in.  apart,  along  the  upper  and  lower 
edges  of  the  frame.  Select  long,  smooth  strands  of  raffia 
for  the  warp. 

Place  the  center  of  one  strand  around  one  corner  tack  on 
the  upper  ecl^e.  Tie  the  two  ends  in  a  hard  knot  around 
the  corresponding  tack  on  the  lower  edge.  Continue  plac- 
ing strands  in  this  manner  until  evenr  tack  has  been  used. 

Begin  weaving  along  the  lower  edge,  going  under  and 
over  the  strands  of  the  warp,  between  the  right  and  left 
edges  of  the  frame.  Place  tacks  along  the  right  and  left 
edges  as  they  are  needed.  Tie  the  ends  of  the  weavers  along 
the  same  edge  of  the  frame. 


FIGURE   III. 

Each  weaving  strand  must  be  pressed  close  to  the  strand 
which  proceeded  it. 

These  pillows  may  be  woven  in  plain  colors,  in  stripes,  or 
in  plaids. 

When  the  weaving  is  finished, .  remove  the  tacks  along 
the  back  and  right  edges,  so  the  raffia  top  may  be  removed 
without  breaking  the  strands. 

Use  the  same  frame  for  weaving  the  other  side  of  the 
pillow. 

170 


After  the  two  sides  are  woven,  lay  them  together  and  sew 
three  edges  over  and  over.  (Use  raffia  for  sewing.)  Stuff 
the  pillow  with  raffia  and  sew  the  fourth  edge  over  and 
over. 

Finish  the  edges  with  two  braids.  One  laid  close  to  the 
edge  on  the  back  side  of  the  pillow.  The  other,  laid  close 
to  the  edge  along  the  front  side  of  the  pillow. 

To  make  a  pillow  of  carpet  warp  and  raffia,  follow  the 
preceding  dictation,  using  the  carpet  warp  for  the  warp  of 
the  pillow  and  raffia  for  the  weaving. 

Finish  with  a  fringe  of  the  warp. 


EXERCISE  XXVI. 

Handkerchief  Holder. 

Use  a  wooden  frame  and  weave  a  square  with  raffia  as 
dictated  in  Exercise  XXV. 

Turn  the  four  corners  to  the  center.  Sew  the  turned 
edges  of  the  square  together,  within  two  or  three  inches  of 
the  center. 

Dampen  the  raffia  and  roll  the  points  up  and  back.  Fin- 
ish by  sewing  a  fancy  braid  over  the  seams. 


KNOTTING. 


Twine  Holder.  EXERCISE  XXVII. 

Select  eighteen  long,  smooth  strands  of  raffia.  Place  the 
ends  of  one  strand  together,  thus  forming  a  loop  at  the 
center.  Hold  a  pencil  in  the  left  hand.  Bring  the  loop 
over  the  top  of  the  pencil  from  the  back.  Pass  the  two 
ends  up  through  the  loop,  pulling  them  down  until  the 
loop  is  held  close  to  the  pencil.  In  this  manner,  loop 
the  remaining  strands  on  to  the  pencil. 

The  knotting  is  done  working  from  left  to  right.  Leav- 
ing one  strand  on  the  left  edge,  knot  the  second  and  third 
strands. 

Hold  the  two  strands  together.  Bring  the  two  ends  up 
and  around  to  the  back,  across  the  back  of  the  two  strands 
and  through  the  loop  to  the  front.  Pull  the  ends  down  into 
place,  leaving  the  knot  ^2  inch  from  the  pencil.  Continue 
in  this  manner,  knotting  the  fourth  and  fifth,  the  sixth  and 
seventh,  etc.  One  strand  will  be  left  on  the  right  side,  cor- 
responding to  the  one  on  the  left  side.  In  knotting  the  sec- 
ond row  two  strands  are  left  on  either  side.  Tie  until  the 
knots  assume  a  V  shape. 

The  pencil  is  now  slipped  out  and  a  braid  of  raffia  is  run 
through  the  loops.  This  finishes  the  top  of  the  Twine 
Holder. 

The  first  two  loose  strands  at  the  top  are  knotted 
together.  Then  the  two  pairs  which  follow,  and  so  on  until 
the  loose  strands  are  all  knotted. 

Gather  up  the  bottom  of  the  holder,  tying  it  with  a  strand 
of  raffia.  Cut  the  ends  of  the  strands  a  uniform  length. 

Shopping  Bag.          EXERCISE  XXVIII. 

Draw  and  cut  from  light  weight  straw  board  an  oblong, 
10  inches  by  8  inches. 

On  each  8-inch  edge,  close  to  the  upper  lo-inch  edge,  cut 
notches.  Use  two  braids  of  raffia  for  draw  strings.  Place 
one  braid  around  the  oblong,  tying  in  the  left  hand  notch. 
Place  the  other  braid  around  the  oblong,  tying-  in  the  right 
hand  notch.  On  each  side  of  the  oblong-  and  over  both 
braids,  loop  20  strands  of  raffia,  as  dictated  in  Exercise 

172 


XXVII.  We  will  handle  these  strands  of  raffia  in  pairs. 
The  two  outer  strands  will  be  knotted  around  the  two  inner 
strands. 

Hold  the  two  inner  strands  in  the  left  hand.  Place  the 
right  hand  strand  over  the  two  inner  strands.  Bring  the 
left  hand  strand  down  over  the  part  of  the  right  hand  strand 
which  lies  on  the  left  of  the  two  inner  strands.  Now  the 
left  hand  strand  is  passed  along  to  the  right,  under  the  two 
inner  strands  and  up  through  the  loop  formed  by  the  right 
hand  strand.  This  completes  the  first  half  of  the  knot. 

The  left  hand  strand  is  placed  across  the  two  inner 
strands.  The  right  hand  strand  is  brought  down  over  the 
part  of  the  left  hand  strand  which  lies  to  the  right  of  the 
two  inner  strands.  Now  the  right  hand  strand  is  passed 
through  the  two  inner  strands  and  up  through  the  loop 
formed  by  the  left  hand  strand. 

Pull  the  ends  outward — one  to  the  left — one  to  right  and 
you  will  have  a  finished  flat  knot.  Continue  in  this  manner 
— handing  the  next  two  pairs  and  so  on,  until  the  first  row 
of  knots,  going  across  both  sides  of  the  oblong,  is  com- 
pleted. 


FIGURE   IV. 


173 


In  the  second  row  the  right  hand  strand  of  one  knot  and 
the  left  hand  strand  of  the  next  knot  are  held  together  and 
the  knot  is  tied  with  the  two  strands  on  either  side  of  them. 
Care  must  be  taken  to  keep  the  meshes  even. 

When  the  bottom  of  the  oblong  is  reached,  the  two  sides 
are  joined  by  placing  the  meshes  and  knots  evenly  together 
— and  tying  together  a  knot  from  the  front  and  a  knot  from 
the  back  with  two  of  their  outside  strands. 

Cut  the  ends  of  the  raffia  a  uniform  length  to  make  a 
good  finish. 

A  pretty  Twine  Holder  may  be  made  in  this  manner  by 
splitting  the  strands  of  raffia  and  making  smaller  meshes. 


EXERCISE  XXIX. 

Catch  All  (Knotted). 

Secure  a  small  brass  ring.  Into  it,  loop  eight  long,  red 
strands  of  raffia,  as  in  Exercise  XXVII.  We  will  call  those 
strands  leaders.  The  knot  in  this  basket  is  tied  as  in  Exer- 
cise XXVIII. 

On  to  every  two  red  leaders,  knot  six  strands  of  natural 
colored  raffia.  Place  a  strand  tinker  the  two,  leaders,  at 
right  angles  with  them.  Then  proceed  to  tie  the  knot. 
Every  knot  must  be  pressed  close  to  the  brass  ring,  thus 
forming  a  symmetrical  center  for  the  bottom  of  the  Catch 
All. 

Between  every  two  pairs  of  leaders  we  have  twelve 
strands  of  natural  colored  raffia.  (Six  strands  pointing  to 
the  left — six  strands  pointing  to  the  right.)  Gather  the 
twelve  strands  into  one  hand  and  tie  together,  using  the 
first  leader  to  the  right  and  the  first  leader  to  the  left  for 
tying  the  knot.  Tie  around  in  this  manner. 


FIGURE  v. 


The  next  step  is  an  important  one,  for  upon  it  depends  the 
shaping  of  the  Catch  All.  The  two  leaders,  between  two 
knots,  naturally  lie  toward  each  other.  They  are  tied  to- 
gether in  an  ordinary  hard  knot.  To  make  the  bottom  of  the 
Catch  All  flat,  the  leaders  are  tied  so  as  to  allow  the  work 
to  lie  flat.  To  make  the  bottom  rounded  and  later  to  draw 
the  sides  into  shape,  the  leaders  are  drawn  closer  together. 
Tie  all  the  leaders  in  this  manner. 

Now  the  first  half  of  the  iigure  is  finished.  Hold  a 
leader,  which  points  to  the  right,  in  the  right  hand.  Take 
six  strands  from  the  knot  on  the  right,  and  in  their  order, 
tie  them  in  a  hard  knot  on  to  the  leader  held  in  the  right 
hand. 

Take  the  other  leader  which  points  to  the  left  and  hold 
it  in  the  left  hand.  Take  six  strands  from  the  knot  on  the 
left  and  in  their  order  tie  them  in  hard  knots,  on  to  the 
leader  held  in  the  left  hand.  Tie  once  around  in  this  man- 
ner. The  two  leaders  fall  together  at  the  bottom  of  this 
figure.  Tie  them  close  together  in  a  hard  knot.  The  fig- 
ure is  now  complete.  Repeat  the  exercise  until  the  desired 
shape  and  size  is  attained.  The  Catch  All  may  be  finished  in 
several  ways.  The  ends  of  the  raffia  may  be  braided  and 
looped  over  to  the  inside,  where  they  are  fastened. 

The  ends  along  the  edges  of  each  scallop  may  be  run 
each  way  from  the  upper  point,  passing  through  all  the 
knots,  and  being  cut  off  at  the  lower  point  of  the  scallop. 

The  ends  may  be  run  each  way,  through  all  the  knots, 
to  the  upper  point  of  the  scallop,  and  tied  in  a  small  tassel. 

The  edge,  if  finished  without  the  tassel,  may  be  bound  by 
sewing  over  and  over  with  narrow  ribbon  or  raffia.  Use  a 
braided  handle. 

A  pretty  silk  lining  adds  to  the  beauty  of  the  Catch  All. 


EXERCISE  XXX. 

Catch  All  (Knotted  and  Woven). 

Follow  the  dictation  as  given  in  Exercise  XXIX,  until 
the  first  figure  is  completed. 

Between  two  pairs  of  leaders  we  have  twelve  strands  of 
raffia,  six  pointing  to  the  right  and  six  pointing  to  the  left. 

175 


The  six  strands  pointing-  to  the  left  are  woven  (one  at  a 
time)  over  and  under  the  six  strands  pointing  to  the  right. 
After  the  weaving  of  this  square  is  finished,  tie  the  ends 
onto  the  leaders  which  lie  next  to  them.  The  figure  is 
completed  by  tying  the  two  leaders  together  in  a  hard  knot. 


FIGURE   VI. 


Alternating-  the  rows  of  the  knotted  figure  with  the  rows 
of  the  woven  squares,  makes  a  very  effective  figure. 
Finish  as  dictated  in  Exercise  XXIX. 


EXERCISE  XXXI. 

Fancy  Hats. 

Hat  crowns  to  be  used  over  wire  frames,  may  be  con- 
structed by  using  the  dictation  in  Exercises  XXIX  and 
XXX. 

Use  a  ring  of  raffia  in  the  place  of  the  brass  ring-. 
Split  the  strands  of  raffia,  and  use  ten  or  twelve  leaders 
with  five  strands  tied  on  to  them.     As  the  crown  increases 

176 


in  size  two  or  three  extra  strands  may  be  looped  on  the 
edge  of  a  figure  between  the  leaders.  In  this  way  the  fig- 
ures may  be  woven  closely  to  the  edge  of  the  rim. 


PLATE  IV. 


RATTAN. 

EXERCISE  XXXH. 

Circular  Rattan  Mat. 

Soak  a  No.  4  and  a  No.  2  reed  until  very  pliable.  From 
the  No.  4  reed  cut  six  1 2-inch  spokes  and  one  7-inch  spoke. 

With  a  large  needle,  split  three  of  the  1 2-inch  spokes  in  the 
center.  (These  incisions  must  be  long  enough  to  allow  the 
remaining  number  of  spokes  (four)  to  pass  through  them.) 

Push  half  the  length  of  the  remaining  three  1 2-inch  spokes 
through  the  three  incisions.  The  six  spokes,  now  in 
groups  of  three,  are  lying  at  right  angles  with  each  other, 
forming  upper,  lower,  right  hand  and  left  hand  groups. 

Place  the  /-inch  spoke  between  two  of  the  1 2-inch  spokes, 


177 


pushing  it  just  through  the  incisions.     This  gives  the  odd 
number  of  spokes  necessary  for  plain  weaving. 

\Yith  a  strand  of  raffia,  bind  once  around  the  upper  group 
of  spokes — once  around  the  right  hand  group,  lower  group 
and  once  around  the  left  hand  group.  Continue  in  this 
manner  until  the  raffia  is  carried  around  the  mat  again. 


Beginning  with  the  upper  group,  the  spokes  are  sepa- 
rated and  the  weaving  begins  (using1  the  same  strand  of 
raffia). 

Continue  weaving  with  raffia  until  the  sharpened  end  of 
the  pliable  No.  2  reed  can  be  pushed  down  beside  one  spoke 
between  the  woven  strands  of  raffia.  Press  the  reed  close 
to  the  raffia  and  continue  weaving  with  the  reed.  The  ends 
of  the  strands  of  raffia  are  cut  off  close  to  the  mat.  The 
spokes  must  be  radiated  evenly  and  the  weaver  carefully 
pressed  over  and  under  the  spokes. 

To  fasten  the  end  of  the  weaver,  sharpen  the  point  and 
push  it  down  beside  one  of  the  spokes.  To  introduce  a 
new  weaver,  sharpen  the  point  and  push  it  down  on  the 
other  side  of  the  same  spoke. 

When  the  weaving  is  finished,  cut  the  ends  of  the  spokes 
a  uniform  length  (about  two  inches)  leaving  the  ends 
sharpened.  Soak  in  warm  water  until  very  pliable.  Care- 
fully bend  the  end  of  the  first  spoke  and  push  it  down  beside 
the  second  spoke.  Rind  the  end  of  the  second  spoke  and 
push  it  down  beside  the  third  spoke.  Continue  in  this 
manner  until  all  the  spokes  are  fastened. 

178 


Or,  the  end  of  the  first  spoke  mzy  be  carried  across  the 
second  and  pushed  down  beside  the  third  spoke,  etc. 

At  least  an  inch  of  each  spoke  should  be  pressed  below 
the  edge  of  the  mat  to  make  a  secure  fastening. 

Oval  Rattan  Mat.       EXERCISE  XXXIII. 

Soak  two  or  three  No.  2  reeds  until  very  pliable.  Cut 
six  12-inch  spokes,  four  8rinch  spokes  and  one  5-inch  spoke. 

Along  the  centers  of  the  1 2-inch  spokes,  make  four  short 
incisions,  ^  of  an  mcn  apart. 

Push  the  four  8-inch  spokes  through  the  four  incisions 
along  the  1 2-inch  spokes. 

Insert  the  5-inch  spoke  beside  an  8-inch  spoke. 


Hold  the  mat  with  the  8-inch  spokes  running  from  right 
to  left. 

Place  the  end  of  a  long,  pliable  reed,  back  of  the  1 2-inch 
spokes,  above  the  upper  8-inch  spoke,  with  its  end  pointing 
to  the  right. 

Wind  the  reed  around  in  front  of  the  1 2-inch  spokes, 
down,  back  of  the  upper  or  first  8-inch  spoke,  to  the  left 
and  around  in  front  of  the  1 2-inch  spokes,  just  below  the 
first  8-inch  spoke.  It  is  then  carried  down  back  of  the  12- 
inch  spokes,  to  the  left  and  below  the  second  8-inch  spoke, 
the  second  spoke.  Bend  the  end  of  the  second  spoke  and 
around  in  front  of  the  12-inch  spokes,  back  to  the  right  across 
the  12-inch  spokes,  just  above  the  second  8-inch  spoke.  It 
is  carried  across  the  front  and  back,  down  to  the  left,  just 
below  the  third  8-inch  spoke.  Continue  in  this  manner  until 
the  four  8-inch  spokes  are  securely  bound  by  the  end  of  the 
weaver. 

Begin  weaving  over  and  under,  gradually  radiating  the 
spokes.  Press  each  row  of  weaving,  close  to  the  one  which 
preceded  it. 

179 


EXERCISE  XXXIII. 

For  fastening  the  end  of  the  weaver,  introducing  new 
weaver  and  for  finishing,  follow  the  dictation  as  given  in 
Exercise  XXXII. 


EXERCISE  XXXIV. 

Circular  Basket. 

To  commence  a  circular  basket  see  Exercise  XXXII  for 
Circular  Mat. 

The  spokes  must  be  cut  from  reeds  two  sizes  larger  than 
the  size  used  for  the  weavers. 

When  the  center  or  the  bottom  of  the  basket  is  the  desired 
size,  soak  the  spokes  and  carefully  bend  them  upward. 

Continue  weaving  from,  left  to  right,  working  on  the 
outside  of  the  basket. 

Keep  the  bottom  on  a  flat  surface  and  do  the  shaping 
gradually. 

Eor  introducing  new  reeds  and  finishing  see  Exercise 
XXXII. 

Baskets  of  various  shapes  and  sizes  may  be  made  in  this 
manner. 

In  making  a  large  basket,  extra  spokes  are  needed  when 
weaving  the  side.  They  may  be  inserted  after  the  bottom  is 
finished  and  the  spokes  are  turned  upward. 

Weaving  may  be  varied  by  using  two  or  three  reeds  at 
one  time. 

Two  weavers  may  be  carried  along  as  one  weaver  and 
woven  over  and  under  an  odd  number  of  spokes.  This  is 
called  "Double  Weaving." 

Two  reeds  may  be  started  beside  succeeding  spokes  and 
crossed  between  them,  so  that  what  was  the  upper  weaver 
will  be  the  under  weaver  the  next  time.  This  is  called  the 
"Double  Twist." 

Three  weavers  may  be  started  beside  three  succeeding 
spokes,  and  brought  in  their  order,  starting  with  the  first 
one,  over  two  and  under  one  spoke — each  weaver  being 
left  to  the  back  of  the  third  spoke.  This  is  called  "Triple 
Twist." 

180 


EXERCISE  XXXV. 

Oval  Basket. 

To  commence  an  oval  basket  see  Exercise  XXXIII  for 
Oval  Mat. 

The  spokes  must  be  cut  from  reeds  two  sizes  larger  than 
the  size  used  for  weavers. 

For  shaping  and  finishing  see  Exercise  XXXIV. 


EXERCISE  XXXVI. 

Tancy  Fruit  Basket. 

From  pliable  No.  3  reeds,  cut  thirty-two  24-inch  lengths. 
Separate  the  lengths  into  groups  of  eight.  Arrange  the 
groups  in  such  a  position  that  they  form  the  radii  of  a  cir- 
cle, cut  into  eighths.  Bind,  in  this  position,  with  strands 
of  raffia.  (The  strands  are  removed  when  the  weaving  is 
finished.) 

Begin  weaving  an  inch  frqm  the  center  with  two  No.  3 
reeds.  The  ends  of  the  weavers  are  fastened  after  the 
weaving  is  completed. 

Separate  the  groups  of  eight  into  groups  of  two,  and 
weave  three  inches  of  "Double  Twist"  weaving  as  dictated 
in  Exercise  XXXIV. 


The  ends  of  the  weavers  are  fastened  by  pressing  them 
down  beside  a  group  of  spokes. 

Each  group  of  spokes  is  carried  over  the  next  group  on 
the  left,  under  the  second,  over  the  third,  under  the  fourth, 
and  outside  down  by  the  weaving,  making  a  loop  3  inches 
high.  When  the  loops  have  been  made  even  on  all  sides, 
press  the  basket  into  shape  with  the  hands. 

The  ends  are  finished  by  cutting  them  to  sharp  points, 
and  pressing  them  between  the  loops  of  weaving,  beside  the 
spokes  on  the  bottom  of  the  basket. 


EXERCISE  XXXVH. 

Waste  Basket. 

Construct  from  wood  a  circular  bottom  8  inches  in 
diameter  and  l/2  inch  in  thickness. 

No.  6  reeds  are  used  for  the  spokes  and  No.  4  reeds  for 
the  weavers. 

On  the  upper  surface  of  the  bottom,  1A  inch  from  the 
edge,  bore  small  holes  */2  inch  apart. 

These  holes  must  not  extend  through  to  the  lower  sur- 
face and  must  be  large  enough  to  hold  the  No.  6  spokes. 

Dip  one  end  of  each  spoke  in  glue  and  place  in  position 
on  the  wooden  bottom. 

To  strengthen  the  basket,  a  headless  brad  may  be  driven 
from  the  edge  through  the  end  of  each  spoke. 

Commence  weaving  close  to  the  bottom  with  No.  4  reeds. 
An  even  number  of  spokes  requires  weaving  with  two  reeds. 
(Double  Twist.) 

The  edge  of  the  bottom  may  be  finished  with  a  braid  of 
reeds. 

The  ends  of  the  spokes  are  finished  by  carrying  one  back 
of  the  next  one  on  its  left,  in  front  of  the  next  one,  and 

182 


back  of  the  next  one.     This  makes  a  firm  edge  and  the  ends 
are  cut  off  after  the  edge  is  finished. 


PLATE  V. 

EXERCISE  XXXVHI. 

Woven  Napkin  Ring. 

On  straw  board,  draw  an  oblong  6l/2  in.  by  2  in.  Make 
preparations  at  the  corners,  also  along  the  2-inch  edges,  y* 
in.  apart. 

Soak  a  No.  I  reed  until  very  pliable.  Tie  a  knot  in  one 
end.  Bring  the  reed  through  one  corner  perforation— leav- 
ing the  knot  on  the  back — down  to  the  opposite  corner  per- 
foration, through  to  the  back,  and  along  to  the  next  per- 
foration on  the  same  edge.  Up  through  this  perforation 
and  across  to  the  corresponding  perforation  on  the  opposite 

183 


edge.  Continue  in  this  manner  until  the  reed  passes 
through  each  ferforation.  Finish  with  a  knot  on  the  back 
side. 

With  strands  of  raffia,  weave  back  and  forth  until  the 
reeds  are  closely  covered.  Break  away  the  straw  board. 
Sew  together  the  ends  of  the  napkin  ring. 


EXERCISE  XXXIX. 

Picture  Frames. 

Draw  a  circle  within  a  circle,  or  an  oval  within  an  oval. 
Divide  into  sixteenths  or  thirty-seconds,  according  to  size. 
Perforate  at  the  points  where  the  radii  cut  the  circles  and 
number  as  in  figure. 

Soak  a  No.  i  reed  until  very  pliable.  (Ex.  XXXIX.) 
Draw  the  end  of  the  reed  through  i,  leaving  12  inches 
of  the  reed  on  the  back  side  of  the  frame.  Bring  the  reed 
across  to  17,  through  17,  on  to  18;  up  through  18,  across 
to  2,  through  2,  and  on  to  3 ;  up  through  3  and  across  to  9. 
Continue  in  this  manner  until  the  frame  is  strung  with  the 
reed.  Use  the  ending  of  the  reed  weaving  in  and  out ; 
along  the  large  circle  on  the  back  of  the  frame.  Use  the 
beginning  of  the  reed  weaving  in  and  out,  along  the  small 
circle  on  the  back  of  the  frame. 


Weave  with  two  strands  of  raffia  at  the  same  time — one 
strand  going  over  the  reed — the  other  strand  going  under 
the  same  reed.  Contrasting  colors  make  effective  frames. 
Introduce  new  strands  as  dictated  in  Exercise  XXI. 

Weave  close  to  the  outer  edge  and  break  away  the  straw 
bosrd. 

184 


EXERCISE  XL. 

Continuous  Coil  Basket. 

Soak  a  No.  2  reed  in  hot  water  until  pliable.  Dampened 
raffia  makes  the  work  more  even  and  smoother. 

Thread  the  needle  with  the  large  end  of  the  raffia. 

Scrape  the  reed,  with  a  knife,  1/2  inches  from  the  end 
finishing  with  a  sharp  point. 

Hold  the  reed  in  the  left  hand  and  wind  the  thread,  care- 
fully around  the  scraped  portion.  Wind  toward  the  point. 
Shape  the  covered  end  into  a  round  coil  and  sew  firmly 
through  the  center  until  the  coil  is  securely  fastened.  See 
that  the  coil  is  well  covered  with  raffia. 

Run  eight  or  ten  threads  of  raffia  along  with  the  reed. 

Wind  the  thread  over  the  reed,  working  from  you. 
Bring  the  needle  through  to  the  front,  by  pushing  it  through 
the  coil  of  reed  and  raffia.  This  is  simply  stitching  over 
and  over  the  one  coil. 


FIGURE  VIII. 

Introduce  a  new  thread  by  placing  it  along  the  reed  and 
working  over  it  until  the  end  is  securely  fastened.  Thread 
the  new  strand  and  work  over  the  end  of  the  old  one,  until  it 
is  securely  fastened. 

To  introduce  color,  proceed  in  the  same  manner  as  in 
introducing  new  threads.  Do  not  cut  the  threads  in  chang- 
ing from  one  color  to  another,  but  carry  them  along  with 
the  reed  and  work  over  them. 

In  rilling  out  designs,  stitches  are  not  counted  as  would 
naturally  be  supposed.  The  design  must  be  filled  in  solid 
and  may  take  more  or  less  stitches,  according  to  the  size 

185 


of  the  thread.  A  pattern,  of  the  design  to  be  used,  may  be 
cut  from  paper,  and  laid  on  to  the  basket  as  the  work  pro- 
gresses. 

After  the  bottom  of  the  basket  has  been  made  the  desired 
size,  begin  shaping  the  side  by  holding  the  reed  directly  over 
the  last  coil. 

To  splice  the  reed,  scrape  the  ends,  to  be  spliced,  two 
inches  from  the  points,  and  place  together,  lapping  one  over 
the  other,  so  that  the  size  of  one  reed  may  bs  kept. 

Continue  weaving,  holding  the  ends  together  until  they 
are  securely  fastened. 

Finish  the  basket  by  scraping  the  reed  to  a  point  and  fin- 
ishing the  coil  off  gradually. 

This  basket  may  be  made  with  a  rope  of  raffia  or  an  ordi- 
nary clothes  line  rope  for  the  foundation. 


EXERCISE  XLI. 

Navajo  Weave. 

To  commence  a  round  basket,  proceed  as  in  Exercise  XL. 
Bring  the  thread  back  between  the  coil  and  reed,  over  the 
reed  to  the  front  and  back  between  the  coil  and  reed.  Bring 
the  needle  through  to  the  front  under  the  coil.  The  stitch 
is  now  complete. 


FIGURE  IX. 


As  the  coil  progresses,  each  stitch  is  passed  between  two 
stitches  of  the  coil  beneath. 

For  introducing  new  threads,  color,  design,  splicing  the 
reed  and  finishing,  see  Exercise  XL. 
Oval  Basket  —  Navajo  Weave. 

To  commence  an  oval  basket,  measure  off  six  or  eight 
inches  of  the  reed  and  carefully  bend  at  this  point. 

186 


Hold  in  the  left  hand,  the  two  reeds,  keeping  the  short 
end  underneath  the  long  one,  and  the  bent  end  toward  the 
right  hand. 

Commence  weaving  by  wrapping  the  raffia  several 
times  around  the  bent  end. 

Commence  weaving  the  Navajo  stitch.  Draw  the  thread 
firmly  and  do  not  let  the  reeds  spread  apart. 


EXERCISE  XLII. 

Needle  Basket.    Navajo  Weave. 

This  attractive  and  useful  article  may  be  made  by  weav- 
ing over  a  No.  I  reed  a  small  Navajo  basket. 

Make  a  small  cushion  to  fit  the  basket.  Fasten  th«e 
cushion  in  place  with  threads  of  raffia. 


EXERCISE  XLIII. 

Mariposa  Weave. 

To  commence  an  oval  basket  follow  the  dictation  in  Exer- 
cise XL. 

After  the  bent  end  is  smoothly  covered,  bring  the  thread 
over  the  long  reed  from  the  back  down  between  the  two 
reeds,  around  the  short  reed  and  down  between  the  two 
reeds  again.  Bring  the  thread  up  between  the  two  reeds  at 
the  right  of  the  stitch  and  down  between  the  two  reeds  at 
the  left  of  the  stitch.  This  completes  the  stitch.  Both 


FIGURE  X. 


reeds  are  wound  toward  you.    This  is  sometimes  called  the 
Open  Work  Stitch. 

For  introducing  new  threads,  color,  design,  splicing  the 
reed  and  finishing,  see  Exercise  XL. 


187 


PLATE  VI. 

EXERCISE  XLIV. 

Lazy  Squaw  Weave. 

To   commence  a   round  basket   follow  the  dictation   as 
given  in  Exercise  XL. 

This  is  a  long  and  short  stitch. 


FIGURE  XI. 

Hold  the  coil  in  the  left  hand.  Wrap  the  raffia  toward 
you  and  around  the  reed,  then  over  the  reed  again  and 
down  through  the  center  of  the  coil.  This  gives  the  long 

188 


stitch,  while  wrapping  the  reed  once  gives  the  short  stitch. 

In  the  Lazy  Squaw  Weave  the  thread  is  wound  toward 
you  just  the  opposite  of  the  winding  in  the  Navajo  Weave. 

For  introducing  new  threads,  color,  design,  splicing  the 
reeds  and  finishing,  see  Exercise  XL. 


EXERCISE  XLV. 

Large  Coil.     Lazy  Squaw  Weave. 

To  commence  the  basket,  follow  the  dictation  as  given 
in  Exercise  XL.,  using  a  No.  2  reed.  Gradually  introduce 
three  more  No.  2  reeds  and  eight  or  ten  strands  of  raffia. 

Wrind  the  coil  three  or  four  times  in  making  the  short 
stitch,  then  down  through  the  coil  once  for  the  long  stitch. 

Keep  the  coil  a  uniform  size  by  introducing  new  reeds 
and  strands  of  raffia. 

For  introducing  new  threads,  color,  design,  splicing  the 
reeds  and  finishing,  see  Exercise  XL. 


Crochet  Stitch. 


EXERCISE  XLVI. 

Lazy  Squaw  Weave. 


PLATE  VII. 


To  commence  this  basket,  follow  the 
in  Exercise  XL.,  using  a  No.  2  reed. 

189 


dictation  as  given 


The  coil  is  divided  into  eight  equal  parts  by  the  long 
stitch  of  the  Lazy  Squaw  Weave. 

In  the  second  round  the  long  stitch  falls  directly  upon 
the  long  stitch  of  the  first  round. 

Working  from  you  as  in  the  Lazy  Squaw  Weave  split  the 
long  stitch  in  the  first  coil. 

The  ribs  formed  by  these  split  stitches  must  radiate  evenly 
from  the  center  of  the  'basket. 

To  keep  the  basket  firm,  long  stitches,  forming  new 
ribs,  are  introduced  as  the  basket  progresses. 

For  introducing  new  threads,  color,  design,  splicing  the 
reed  and  finishing,  see  Exercise  XL. 


Porno  Bam  Tush. 


EXERCISE  XL VII. 


Soak  a  No.  i  reed  until  pliable.  Cut  eight  lengths.  Take 
four  of  these  reeds  and  lay  them  parallel  to  each  other. 
With  a  strand  of  raffia  weave  over  and  under  through  the 
centers  of  the  reeds,  until  you  have  a  square  of  weaving. 
Make  two  of  these  sets  of  weaving. 


FIGURE  XII. 


Place  the  two  sets  together,  crossing  them  at  right  angles, 
and  having  the  ends  of  the  two  weavers  come  together. 

Commence  weaving  around  the  center  using  both  threads 
—one  thread  passing  over  the  reed  while  the  other  passes 
under  the  same  reed. 

After  weaving  around  four  or  five  times,  insert  two  extra 
reeds  in  each  corner. 

190 


Now  begin  radiating-  the  reeds  making  a  complete  circle. 
The  weaving  must  be  firm  and  close. 

To  introduce  new  threads,  weave  the  new  threads  along 
with  the  old  ones  for  several  inches.  Then  push  the  old 
thread  on  the  inside  of  the  basket.  The  ends  of  the  threads 
are  cut  off  after  the  basket  is  completed. 

This  basket  is  shaped  over  a  form — a  medium  sized  bowl 
is  convenient. 

The  bottom  of  the  basket  must  be  woven  as  large  as  the 
bottom  of  the  bowl. 

Place  the  bowl  on  the  woven  bottom  and  fasten  securely 
by  tying  over  the  top  of  the  bowl  with  extra  threads  of 
raffia.  The  weaving  may  now  be  continued,  pressing  the 
reeds  close  to  the  bowl.  Two  or  more  colors  are  attractive 
in  this  weave. 

Finish  the  reeds  at  the  top  as  dictated  in  Exercise 
XXXII.,  for  edge  of  Circular  Mat. 


EXERCISE  XLVIH. 

Covered  Bottle. 

To  be  nicely  covered  a  bottle  must  have  a  rounded  shoul- 
der. 

From  flat  reeds,  cut  eight  lengths.  Place  four  lengths  in 
such  a  position  that  they  form  the  radii  of  a  circle  cut  into 
sixteenths.  Fasten  the  reeds  in  position  by  tying  with 


thread  or  fine  raffia.     Weave  with  two  threads  of  raffia  as 
dictated  in  Exercise  XXXIX. 

Arrange  the  remaining  four  reeds  as  the  first  four  were 
arranged.  (Ex.  XLVIII.) 

191 


After  weaving  on  the  first  set  of  reeds  until  the  bottom 
is  nearly  completed,  place  the  second  set  over  the  first  set, 
cutting'  the  circle  into  thirty-seconds.  Continue  weaving 
until  the  desired  size  for  the  bottom  is  obtained. 

Fasten  the  weaving  to  the  bottle  by  tying  with  extra 
threads. 

Continue  weaving  and  introduce  new  threads  as  in  Exer- 
cise XXXIX. 

Finish  at  the  top  by  trimming  off  the  ends  of  the  reeds. 
Fasten  the  ends  of  the  last  weavers  by  running  them  down 
next  to  the  bottle  with  a  needle.  To  cover  bottles  with 
round  reed  follow  directions  as  given  in  Exercise  XLVII. 


PLATE  VIII. 

EXERCISE  XLIX. 
Carpet  Warp  Hammock. 

'On  strawboard,  draw  an  oblong  10  inches  long  and  7 
inches  wide. 

Along  the  lo-inch  edges,  place  dots  l/4  and  y4  of  an  inch 
from  the  corners.  Connect  the  corresponding  dots  with 
straight  lines. 

192 


Along  each  7-inch  line,  within  the  oblong,  place  dots  54 
of  an  inch  apart.  Connect  with  straight  lines,  the  corres- 
ponding dots  along  the  two  inside  lines  on  each  7-inch  edge 
of  the  oblong. 

Bisect  the  /-inch  edges  of  the  oblong.  Take  10  inches 
on  the  circle  maker,  use  the  points  of  bisection  for  centers, 
and  draw  arcs  on  each  7-inch  edge  of  the  oblong. 

Along  the  length  of  each  arc  make  perforations  at  the 
points  where  the  half-inch  lines  cut  the  arcs. 

Fasten  two  brass  rings,  on  the  back  side  at  the  center  of 
the  oblong. 

Carry  the  thread  of  warp  from  one  ring  on  the  back, 
through  the  corner  perforation  to  the  front,  across  to  the 
corresponding  perforation  on  the  opposite  edge,  through 
to  the  back  and  loop  it  through  the  other  ring.  Continue 
in  this  manner  until  the  warp  passes  through  each  perfora- 
tion. Weave  straight  across  the  warp,  leaving  loops  of  the 
weavers  along  the  lo-inch  edges  for  fringe. 

The  short  rows  across  each  end  of  the  oblong  are  woven 
in  last,  and  left  without  fringe.  Weave  once  across  on  the 
back  of  the  oblong,  close  to  the  perforations  on  each  edge. 
Work  back  over  this  row  of  weaving,  sewing  over  and  over 
between  the  strands  of  warp. 

Unfasten  the  rings  and  break  away  the  cardboard. 

Covered  Paper  Ball.  EXERCISE  L. 

Crush  soft  paper  and  shape  a  ball  in  the  hands.  Wind 
the  ball  with  wool  first  dividing  it  into  halves,  then  into 
quarters,  then  into  eighths  and  lastly  into  sixteenths. 

Tie  the  threads  together  at  one  end  and  begin  wrapping, 
going  around  the  first  strand,  over  and  back  around  the 
second,  over  and  back  around  the  third  strand,  etc.  Con- 
tinue in  this  manner  until  the  ball  is  covered  with  the  wool. 
Tie  the  ends  of  old  and  new  threads  together 

Flat  Iron  Holder.  EXERCISES  LI.  •-. 

On  strawboard,  draw  an  oblong  8  inches  long  and  6 
inches  wide.  Along  the  6-inch  edges,  make  perforations  l/4 
of  an  inch  apart. 

String  the  wool  warp  on  one  side  of  the  oblong,  going 
back  and  forth  between  the  corresponding  perforations  on 
the  6-inch  edges. 


Place  two  steel  knitting  needles  along  the  8-inch  edges, 
close  to  the  first  thread  of  warp  on  either  side.  Tie  them 
securely  to  the  straw  board.  By  weaving  over  the  needles 
each  time  the  work  is  kept  in  uniform  width. 

Weave  back  and  forth  between  the  8-inch  edges. 

Close  to  each  6-inch  edge  weave  with  a  separate  thread, 
two  rows  of  weaving,  leaving  the  loose  ends  of  the  thread 
along  the  8-inch  edge. 

When  the  weaving  is  finished,  break  away  the  cardboard, 
remove  the  needles  and  draw  up  the  ends  of  the  separate 
threads,  tying  them  in  a  hard  knot. 

EXERCISE  LIE. 

Doll's  Wool  Tamoshanter. 

Follow  the  dictation  as  given  in  Exercise  XXIV., 
weaving  only  on  one  side.  After  the  weaving  is  finished, 
cut  the  threads  of  wool  half  way  between  the  edge  and 
the  center  on  the  back  of  the  straw  board. 

Remove  the  weaving.  Gather  together  the  ends  of  the 
thread  attached  to  the  center  and  tie  in  a  tassel. 

The  threads  on  the  edge  are  used  to  shape  the  tam-o'-shan- 
ter. Tie  two  and  two  together  in  a  hard  knot,  drawing  the 
knots  tightly  enough  to  draw  under  the  edge  of  the  tam-o'- 
shanter.  Work  around  the  edge  again,  tying  the  right 
hand  thread  of  one  knot  to  the  left  hand  thread  of  the  next 
knot. 

Wool  Mats.  EXERCISE  LIII. 

On  straw  board  draw  oblongs  or  squares  of  desirable 
sizes  for  mats.  Make  perforations  along  two  corresponding 
edges,  l/4  of  an  inch  apart.  String  the  warp  on  one  side  of 
the  oblong  going  back  and  forth  between  the  corresponding 
perforations. 

Weave  back  and  forth,  over  and  under  the  threads  of 
warp  until  the  desired  size  is  attained. 

The  ends  may  be  finished  by  weaving  close  to  the  per- 
forations, or  the  warp  may  be  cut  close  to  the  perforations 
and  tied  into  a  fringe. 

For  weaving  circular  mats,  see  Exercise  XXI.  Roman 
stripes  are  very  effective  when  woven  into  mats. 

Simple  designs  may  be  woven  in  the  following  manner. 

194 


Cut  a  pattern  of  the  desired  design  from  paper.  By 
occasionally  holding  the  pattern  close  to  the  weaving,  the 
worker  is  enabled  to  work  his  color  into  the  right  space 
and  properly  shape  his  design. 

Weave  the  solid  color  in  as  far  as  the  design  and  back 
again. 

Weave  back  and  forth  in  the  space  covered  by  the  design. 

The  weaving  must  be  close  and  the  ends  of  the  threads 
are  clipped  close  to  the  mat. 


PLATE   IX. 


CHAIR  CANING. 

Cane  is  sold  at  basket  factories  and  is  usually  designated 
as  coarse,  medium,  fine  and  fine  fine. 

Always  moisten  before  using. 

With  a  hank  of  fine  cane,  one  length  of  medium  cane 
for  binding  purposes,  three  or  four  pegs  and  a  chair,  we 

195 


are  ready  to  begin  the  work.  When  introducing  this  work 
it  is  well  to  begin  with  the  real  thing,  "the  chair." 

If  practice  is  desired  before  beginning  the  work  on  the 
chair,  pegs  and  small  square  frames  of  wood  with  holes  bored 
in  them  may  be  had  at  any  kindergarten  supply  house. 
These,  however,  may  be  made  by  the  boys  in  the  manual 
training  room.  Boys  will  delight  in  whittling  pegs.  These 
are  used  in  keeping  the  cane  in  place,  as  will  be  shown 
later. 

\\  hen  beginning,  secure,  if  possible,  a  chair  that  has  a 
square  bottom  or  almost  a  square. 

On  investigation  it  will  be  found  that  in  most  chairs 
there  are  more  holes  along  the  back  part  of  frame  than 


along  the  front.  The  holes  in  the  extreme  back  left  and 
back  right  corners  are  not  used  when  beginning  to  stretch 
the  cane,  as  shown  in  Exercise  XL. 

Find  the  corresponding  holes.  Allow  the  extra  ones 
along  the  front  part  of  frame  to  connect  with  those  along 
the  sides. 

196 


Number  as  shown  in  Exercise  XL. 

A  length  of  cane,  all  but  about  two  and  one-half  inches, 
is  drawn  up  through  hole  No.  I.  A  peg  is  forced  into  No. 
I  to  hold  the  cane.  (Ex.  XL.)  The  other  end  is  drawn  down 
through  hole  No.  2  and  up  again  through  No.  3,  straight 
across  down  No.  4  and  up  through  No.  5,  etc. 

Care  should  be  taken  to  keep  the  face  side  of  the  cane 
upward. 

The  cane  should  not  be  drawn  absolutely  taut,  for,  when 
the  finishing  row  of  diagonal  weaving  is  put  in  it  lightens 
the  work  and  if  it  is  already  strained  the  last  weaving  will 
be  difficult.  Each  time  a  new  length  is  started  a  peg  is 
used,  always  allowing  enough  on  the  underside  to  fasten. 

The  ends  are  fastened  off  on  the  under  side.  Each  is 
brought  two  or  three  times  through  the  next  loop,  creas- 
ing the  cane  sharply  so  it  will  hold.  When  this  first  step 
is  completed  it  has  the  appearance  of  warp  on  a  loom.  (Ex. 
XLI.) 


Second  Step. 

The  cane  is  now  carried  from  the  right  to  the  left  side 
in  the  same  way  as  from  the  back  to  front.  (Ex.  XLI.) 

This  covers  the  frame  with  a  network  of  squares. 
Third  Step. 

The  same  as  first. 

The  same  holes  are  used  and  the  cane  lies  upon  the  first 
with  the  cross  cane  between.  It  still  has  the  network  of 
squares.  (Ex.  XLI.) 

197 


Fourth  Step. 

Now  begins  a  process  of  weaving.  The  fourth  set  of 
canes  is  woven  across  from  right  to  left,  first  under  one 
piece  extending  from  front  to  back  and  then  over  the  other. 
See  Ex.  XLII. 

Fifth  Step. 

It  will  now  be  observed  that  the  cane  divides  itself  into 
groups. 

Those  from  right  to  left  form  groups. 

And  those  from  front  to  back  form  groups. 

The  diagonal  line  of  cane  goes  from  the  back  right  corner 
of  the  seat  to  the  front  left  corner  and  pass  always  over, 
the  front  to  back  group,  and  under,  the  right  to  left  group. 
When  putting  in  the  diagonal  lines  of  cane  it  will  often  be 
found  advisable  to  have  two  parallel  lines  begin  or  end  in 
the  same  hole,  especially  at  the  corners.  (Ex.  XLIII.) 

Sixth  Step. 

The  next  diagonal  line  of  cane  and  the  one  that  com- 
pletes the  seat  goes  from  the  back  left  corner  to  the  front 
right.  (Ex.  XLIII.) 

198 


Seventh  Step. 

When  the  last  diagonal  lines  have  been  woven  in  the  work 
is  completed  by  covering  the  holes  with  a  row  of  binding. 

This  is  done  by  laying  the  binding  flat  over  the  holes.  A 
length  of  the  regular  weaving  cane  is  pushed  up  through  a 
certain  hole  to  one  side  of  the  binding  cane  and  down 
through  the  same  hole  to  the  other  side  of  the  binder. 


199 


VEGETABLES  DYES. 


When  we  come  to  the  coloring  of  baskets  or  the  materials 
of  which  they  are  made,  we  enter  another  field  that  has  been 
only  partially  explored.  We  must  form  our  tastes  from 
good  models,  and  nothing  better  is  known  to  art,  than  the 
olden  hues  used  in  baskets  made  by  the  Indian  tribes  of 
the  Southwest. 

A  visit  to  any  museum  where  there  is  a  collection  of  these 
Indian  baskets,  will  enable  one  to  recognize  the  soft,  rich, 
quiet  Indian  colors. 

True  Indian  colors,  used  in  basketry  are  few  in  number; 
red,  green,  black,  cream,  yellow,  brown  and  occasionally 
blue>  but  there  are  many  soft  gradations  of  self-coloring — 
soft  yellows,  browns,  greens,  that  are  more  harmonious  than 
brighter  colorings  would  be. 

It  is  true  that  the  "Indian  dyes  may  be  duller,  that  they 
do  not  run  through  such  a  lengthy,  diverse  and  brilliant 
chromatic  gamut  as  the  white  man's  dyes,  but  the  Indian 
dyes  are  permanent  and  they  are  so  softened  by  the  mellow- 
ing touch  of  time,  as  to  gain  with  age  an  exquisite  combina- 
tion of  color  values,  altogether  inimitable." 

The  Shah  of  Persia  punishes  with  death,  the  man  who 
brings  aniline  dyes  into  his  kingdom. 

Vegetable  dying  is  a  fascinating  part  of  basketry.  When 
one  is  interested  he  is  lead  to  make  many  new  discoveries. 

It  is  surprising,  how  many  beautiful  dyes  may  be  found 
in  the  fruits  and  blossoms  of  many  plants. 

The  faded  flowers  of  the  purple  iris  are  full  of  the  purple 
liquid. 

Recipes  for  Dying  Raffia  and  Rattan. 

A  useful  mordant  for  most  vegetable  dyes,  is  made  from 
three  ounces  of  alum  dissolved  in  one  quart  of  water.  Soak 
the  raffia,  rattan  or  grass,  etc.,  in  the  mordant  over  night 
and  dram  before  putting  the  material  into  the  dye  proper. 
All  material  must  be  thoroughly  cleaned  before  dying. 

200 


Blue. 

Indigo  is  a  pure  and  enduring  dark  blue,  but  demands  so 
much  attention  and  labor  that  it  is  not  a  favorite  with 
amateur  dyers.  An  indigo  dye-pot,  once  started,  may  be 
used  almost  indefinitely  by  adding  more  dye  as  the  old  is 
used. 

Take  eight  parts  of  indigo  (paste),  three  and  one-half 
parts  of  bran,  and  twelve  parts  of  potash  or  lye,  with  suffi- 
cient water.  Keep  this  solution  at  about  95  degrees  for  a 
week  to  ferment.  If  it  is  slippery  it  needs  more  bran  and 
lye.  Use  the  latter,  one  part  saturated  solution  to  nine  parts 
of  water.  This  bath  will  have  a  greenish  color,  not  at  all 
like  indigo. 

The  material  to  be  dyed  is  placed  in  the  warm  dye, 
allowed  to  remain  from  one  to  several  hours,  according  to 
its  absorbent  capacity,  is  then  hung  in  the  air,  in  a  breeze 
if  possible,  is  again  put  into  the  dye  and  the  process  repeated 
until  desired  shade  of  dark  blue  is  obtained. 

No  alum  or  mordant  is  used  with  indigo.  Get  the  indigo 
paste  at  some  dye  house. 

Yellow. 

1.  Soak  raffia  or  rattan  in  alum  mordant  over  night. 
Soak  fustic  chips  over  night ;  in  the  morning  boil  for  ten 

or  fifteen  minutes  in  the  same  water.  Strain.  Place  the 
material  in  the  strained  solution,  letting  it  remain  until  the 
desired  shade  is  obtained.  If  the  chips  are  boiled  too  long 
a  dull  olive  color  is  obtained.  It  is  for  this  reason  the 
chips  are  removed  after  boiling  ten  or  fifteen  minutes. 

2.  Make  a  solution  with  green  peach  leaves.     No  mor- 
dant is  used. 

3.  Make  a  solution  with  bark  from  the  white  oak  tree. 
No  mordant  is  used. 

4.  A   common   weed,    in   temperate   climes   growing  in 
fence  corners,  and  much  abhorred  by  farmers  for  is  disas- 
trous effects  upon  stock  when  it  gets  mingled  with  hay,  is 
the  sneeze-weed.     This,  as  well  as  many  yellow  composite 
blossoms  will  give  a  pure  fadeless  yellow,  when  made  into  a 
strong  tea.     Use  an  alum  mordant. 

201 


Scarlet. 

Mordant  the  material  with  six  parts  of  stannous  chloride 
crystals,  to  four  parts  of  cream  of  tartar.  Dye  with  cochi- 
neal which  has  been  boiled  and  strained,  until  the  desired 
color  is  obtained. 

Red  Orange. 

Cochineal  added  to  the  fustic  solution  for  yellow,  gives  a 
dull  red  orange. 

Orange  from  Annatto. 

A  bright  orange  is  made  from  annatto.  A  short  time 
before  it  is  required  for  use  it  is  dissolved  by  boiling  it  with 
a  solution  of  carbonate  of  soda  (washing  soda)  for  twenty 
minutes.  Mordant  the  material  with  stannous  chloride  (or 
tin  crystals),  which  dissolve  in  a  small  quantity  of  water, 
and  dye. 

A  bright  red  orange  is  obtained  by  using  broom  sedge 
dye  first.  Drain  and  dry  then  color  with  madder  root. 

Bed. 

Wash  the  material  and  soak  in  an  alum  mordant  over 
night.  Make  a  solution  with  hypernic  chips.  Boil  for  ten 
or  fifteen  minutes  the  following  morning  and  strain.  Place 
the  material  to  be  dyed  in  the  strained  solution,  leaving 
it  until  the  desired  shade  is  obtained. 

Indian  Bed. 

A  fine  Indian  red  may  be  obtained  by  using  extract  of 
sumac. 

Use  an  alum  mordant. 

Black. 

A  good  black  may  be  obtained  by  boiling  logwood  chips 
in  sufficient  water  to  cover  them,  for  fifteen  or  twenty  min- 
utes. Add  sufficient  water  to  cover  the  material  to  be  dyed. 
After  boiling  fifteen  minutes,  drop  in  a  few  lumps  of  cop- 
peras. When  the  desired  black  is  obtained  remove  the 
material. 

202 


Some  times  the  raffia  is  soaked  in  a  solution  composed  of 
fifty  parts  of  logwood  and  ten  parts  of  fustic  for  one-half 
hour.  The  raffia  is  then  removed  and  four  parts  of  cop- 
peras added.  The  material  is  again  returned  and  allowed 
to  remain  for  fifteen  minutes.  This  gives  a  good  black. 

Purple. 

Soak  the  material  in  an  alum  mordant.  Place  in  an  extract 
of  logwood,  which  is  obtained  by  boiling  the  chips. 

If  a  bluer  purple  is  desired,  add  a  little  ammonia,  baking 
soda  or  baking  powder. 

Green. 

To  color  green  use  three  parts  of  yellow  and  eight  parts 
of  blue. 

Experience  will  show  the  worker  that  many  gradations  of 
color  may  be  obtained  by  allowing  the  material  to  remain 
a  longer  or  shorter  time  in  the  dye-bath. 

Different  shades  of  green  may  be  obtained  by  changing 
the  proportions  above  mentioned. 

Brown. 

The  shucks  of  the  butternut  are  used  in  dyeing  a  beauti- 
ful shade  of  brown. 

Soak  the  shucks  several  days  and  then  boil  them  for 
about  twenty  minutes.  Strain,  add  sufficient  water  to  cover 
the  material.  Remove  the  material  when  the  desired  shade 
is  obtained.  No  mordant  is  necessary. 

Brown  from  Walnut. 

Treat  the  shucks  of  the  walnut  the  same  as  those  of  the 
butternut. 

A  very  good  brown  may  be  obtained  from  the  bark  of  the 
walnut  root.  No  mordant  is  necessary. 

Brown  from  Logwood. 

Cover  the  logwood  chips  with  water  and  boil  ten  or  fif- 
teen minutes.  Strain,  add  sufficient  water  to  cover  material 
and  boil  for  another  twenty  minutes.  No  mordant  is  neces- 
sary. 

203 


Brown  from  Hypernic. 

A  seal  brown  may  be  obtained  from  the  chips  of  hypernic 
the  process  being  the  same  as  in  the  use  of  the  logwood. 
No  mordant  is  necessary. 

» 

Olive. 

To  obtain  a  soft  olive,  dye  first  with  the  brown  sedge, 
wash,  drain,  and  then  dye  in  indigo  until  the  desired  shade  is 
obtained. 

Use  an  alum  mordant. 

Another  olive  may  be  obtained  by  mixing  a  pale  purple 
with  green. 

There  are  many  other  simple  recipes  for  dyeing  but  these 
given  will  be  found  sufficient  for  the  beginner.  Experi- 
menting will  teach  the  dyer  that  different  material  take  the 
dye  in  different  times — thus  raffia  requires  only  one-half 
the  time  that  must  be  given  to  rattan. 

To  gain  a  certain  hue,  the  material  must  be  frequently 
lifted  with  two  sticks  and  examined.  It  must  be  turned  over 
and  over  so  all  parts  may  be  evenly  submerged  in  the  dye. 

All  materials  must  be  thoroughly  rinsed  after  being 
removed  from  the  dye  and  slowly  dried  in  the  open  air. 

The  Indian  basketmaker  rarely  dyed  her  materials,  but 
depended  mostly  upon  using  different  materials,  different 
parts  of  the  same  plant,  or  different  methods  of  prepara- 
tion. 

The  Soap-weed  or  Yucca,  which  is  so  invaluable  to  the 
basket  maker  of  California  and  the  Southwest,  yields  four 
distinct  hues,  that  again  merge  into  each  other,  forming 
most  exquisite  transitions  of  color.  There  is  the  ivory  white 
of  the  heart  of  the  plant,  running  to  the  dark  olive  green  of 
the  outer  circle  of  the  mature  leaves.  The  Indian  care- 
fully separates  these  colors  when  she  strips  the  leaves  and 
hangs  each  color  bunch  by  itself  from  the  rafters  of  her 
house.  Yucca  is  frequently  colored  red  or  brown.  Some- 
times plants  are  bleached  to  obtain  white. 

In  some  plants  the  two  sides  of  the  leaf  will  yield  different 
colors. 

Using  undyed  materials,  the  Amerind  produces  a  black 
effect  with  the  ripe,  peeled  pods  of  the  martynia,  a  dark 

204 


brown  with  the  stems  of  the  maiden-hair  fern,  and  a  bright 
red  with  the  roots  of  the  Yucca. 

The  Indian  method  of  dyeing  is  as  different  from  ours 
as  is  her  choice  of  materials. 

Sometimes  she  buries  spruce  root  and  other  woody  fibres 
in  certain  mineral  springs  or  mud  pools  for  weeks  and 
months,  and  thus  gains  a  beautiful  chocolate  color.  In 
another  tribe  a  pit  is  made,  the  material  is  smeared  with 
charcoal  paste,  sprinkled  with  two  inches  of  willow-  ashes, 
and  the  whole  covered  with  loose,  damp  earth,  and  allowed 
to  remain  three  or  four  days.  Experience  has  taught  the 
Indian  that  if  it  is  left  too  long,  the  lye  will  eat  the  fibre 
and  render  it  useless,  and  if  taken  out  too  soon  the  color 
will  be  brown  instead  of  the  desired  glossy  black. 

Squaw  grass,  used  by  the  Klickitas  in  their  exquisite 
basketry  is  naturally  white,  but  is  turned  to  yellow  by  being 
soaked  a  certain  length  of  time  in  cold  water,  while  a  rich 
brown  is  obtained  by  using  hot  water. 

Boiling  mud  from  sulphur  springs  that  abound  on  some 
of  the  reservations  is  used  to  color  splints  black. 

Some  berries  are  used  for  red,  and  the  seed-case  of  the 
sunflower  yields  a  dark  rich  purple. 

These  Indian  methods  of  dyeing  are  crude  and  laborious, 
but  the  results  are  exquisitely  beautiful  and  fadeless.  So 
long  as  we  seek  by  means  of  vegetable  and  mineral  dyes, 
rich,  soft  and  enduring  hues,  it  is  perfectly  legitimate  to 
shorten  and  simplify  the  process  and  to  employ  any  labor- 
saving  device. 


205 


TEXTILE  WORK  IN  LINEN. 


One  of  the  most  interesting  features  of  the  textile  work  is 
the  preparation,  so  far  as  possible,  of  the  raw  materials  for 
weaving.  Flax  is  perhaps  one  of  the  most  simple  illustra- 
tions we  have.  The  fact  that  it  will  grow  in  almost  any  kind 
of  soil  and  in  almost  any  part  of  the  United  States  makes 
the  various  processes  necessary  for  its  preparation  for  the 
spinning-wheel,  and  finally  for  the  loom,  easy  problems 
which  may  be  worked  out  in  any  grammar  school. 

Flax  is  sown  at  any  time  from  the  first  to  the  middle 
of  May,  and  is  harvested  about  the  last  of  July  or  the  first 


FIGURE  XIII. 

of  August.  After  the  seed  is  sown,  it  requires  no  care  what- 
ever. The  plant  is  from  two  to  three  feet  it  height,  with 
small,  pointed  leaves  and  blue  flowers.  A  field  of  it  in 
bloom  presents  a  most  beautiful  appearance.  The  stems  are 
very  peculiar,  being  hollow  and  covered  with  fibrous  mate- 

206 


rial.  The  flowers  grow  in  clusters  at  the  top  of  the  stalks, 
and,  when  they  fall  off,  are  succeeded  by  round  seed-vessels, 
the  size  of  a  pea.  When  the  harvest-time  comes,  it  is  not 
cut  like  wheat  and  oats,  but  is  pulled.  As  fast  as  the  stalks 
are  pulled,  they  are  made  up  into  sheaves,  with  all  the  stalks 
laid  parallel  and  all  the  root-ends  even.  It  is  then  left  for  a 
few  days  to  dry  in  the  sun.  The  seed  is  then  separated  from 
the  stem,  as  illustrated  in  Fig  XIII. 

This  apparatus  is  easily  made  by  the  pupils  in  manual 
training,  and  consists  of  only  a  bench  and  a  comb  made  of 
quarter-inch  iron  rods,  the  ends  being  ground  to  a  point  on 
the  emery  wheel  or  grinding  stone,  and  set  in  a  piece  of  hard 
wood  12"  X  2"  X  i".  The  comb  is  held  to  the  bench  by 
means  of  small  clamps,  or  is  screwed  down.  The  process  of 
removing  the  seed  is  rather  a  particular  one,  as  great  care 
must  be  taken  not  to  injure  nor  break  the  upper  stems. 

After  the  seed  has  been  separated  from  the  stalk,  the  stalks 
are  tied  up  in  small  bundles  and  placed  in  water  to  soak. 
Care  should  be  taken  that  it  is  completely  immersed.  Stand- 
ing water,  a  pond  or  slough,  is  preferable.  It  must  be  re- 
membered that  a  wagonload  of  flax  is  not  needed  with  which 
to  experiment.  The  quantity  which  it  is  possible  to  grow  in 
a  flower-bed  or  even  a  window-box,  if  properly  cared  for, 
will  answer  for  experimental  purposes.  A  small  amount 
may  be  soaked  in  almost  any  kind  of  receptacle.  The  time 
for  soaking  varies  according  to  tne  temperature  of  the 
water.  Usually  three  or  four  days  is  sufficient  in  the  vicinity 
of  Chicago.  When  the  fibers  begin  to  separate  from  the 
stem,  and  the  woody  core  of  the  stalk  snaps  readily,  it  should 
be  removed  from  the  water.  If  allowed  to  remain  there  too 
long,  the  fibers  as  well  as  the  stem  rot.  This  process  is 
called  retting  the  flax.  After  it  is  removed  from  the  water, 
it  is  spread  upon  the  grass  to  dry  and  bleach. 

The  retting  process  may  be  carried  on  without  placing 
the  flax  in  water.  It  is  accomplished  by  spreading  the  flax 
on  the  grass,  allowing  it  to  remain  until  the  dew  and  rain 
have  done  the  retting.  This  method  requires  a  longer  time. 
With  the  inexperienced  person  the  results  might  be  more 
satisfactory  if  the  two  methods  were  combined.  Soak  in 
wrater  for  about  two  days,  and  then  spread  upon  the  grass, 
allowng  the  dew  and  rain  to  complete  the  process. 

207 


We  are  now  ready  to  begin  the  breaking.  Before  this 
process  is  begun,  the  stalks  arc  thoroughly  dried.  With 
us  the  sheaves  of  flax  were  placed  upon  the  register.  This 
causes  them  to  become  very  brittle.  Before  the  flax  is  placed 
in  the  brake,  it  is  put  on  a  block  of  wood  and  thoroughly 
pounded,  as  shown  in  the  right  of  Fig.  XIV.  This  really 
begins  the  breaking.  It  is  then  placed  in  the  regular  brake, 
as  shown  in  the  center  of  Fig.  XIV.  This  brake  is  a  simple 
piece  of  apparatus,  also  made  by  the  boys.  We  have  three 
brakes,  of  varying  sizes,  the  smallest  being  made  in  such 
a  way  as  to  break  such  parts  of  the  woody  core  as  are  not 


FIGURE  xrv. 

broken  by  the  largest.  This  breaking  is  done  to  get  the  fibers 
free  from  the  woody  cores  of  the  stalk  and  thus  make  them 
ready  for  use. 

After  the  breaking  has  been  thoroughly  done,  what  re- 
mains is  hackled.  The  hackling  consists  in  passing  the  flax 
through  a  series  of  combs,  as  represented  in  the  left  of  Fig. 
XIV.  The  hackle  is  not  a  difficult  piece  of  apparatus  to 
make.  It  consists  of  wire  nails  ground  into  long,  sharr 

208 


points.  These  are  driven  through  a  circular  or  rectangular 
piece  of  wood,  banded  with  an  iron  strip,  and  glued  and 
screwed  to  a  support,  as  shown  to  the  left  of  Fig.  XIV. 
The  process  of  hackling  removes  many  of  the  pieces  of  stalk 
not  removed  by  the  brake,  and  it  also  splits  the  fibers.  Even 
after  this  process  is  completed,  there  are  still  bits  of  the  stalk 
left.  To  remove  the  last  of  it,  the  flax  is  brushed,  as  is 
shown  in  Fig.  XV. 

The  flax  is  now  ready  for  the  distaff,  and  is  spun  into 
thread,  as  shown  in  Fig.  XVI.  If  linen  cloth  of  the  natural 
color  is  desired,  it  is  woven  into  cloth  at  once ;  but  if  the 
white  effect  is  wanted,  the  thread  is  sometimes  boiled  and 
bleached  before  weaving.  Oftener,  however,  the  thread  is 


FIGURE  xv. 

woven  and  the  cloth  bleached.  The  quickest  way  to  accom- 
plish this  is  to  use  chloride  of  lime.  The  part  of  the  thread 
to  be  used  as  woof  is  taken  from  the  spool  of  the  spinning- 
wheel  and  placed  on  the  bobbins  of  the  shuttles  to  be  used 
in  weaving.  That  part  of  the  thread  to  be  used  as  warp  is 
measured  off  on  a  large  reel.  From  the  warping-mill  it  is 

209 


taken  to  the  warp-beam  of  the  loom.  The  ends  of  the 
thread  are  threaded  through  the  harnesses  and  reed,  and 
fastened  to  the  cloth-beam  just  beneath  the  harnesses.  The 
loom  is  now  ready  for  the  woof. 

This  line  of  work  is  especially  adapted  to  the  sixth  grade 
because  of  its  close  relation  to  the  history  work  of  that  grade 
and  the  linen  industries  of  Ireland. 


FIGURE  XVI. 


WOOL. 

The  term  wool  is  applied  to  the  fleece  of  common  sheep, 
such  as  are  found  in  the  mountainous  regions  of  many  coun- 
tries., also  to  the  silky  covering  of  the  llama  and  alpaca,  and 
the  fine  hair  of  the  Cashmere  goat.  The  llama  and  alpaca  are 
natives  of  Peru,  and  the  goat  is  found  in  the  hilly  portions 
of  Thibet. 

Sheep  raising  during  the  past  twenty  years  has  been  a 
profitable  occupation  in  the  central  states.  Almost  every 
farmer  has  at  least  a  small  flock.  Most  of  the  sheep  raising 
however,  in  this  country  is  carried  on  in  the  West. 

210 


A  few  years  ago  it  was  thought  very  necessary  to  wash 
sheep  before  shearing,  but  now  the  fleece  is  usually  cut  with- 
out first  being  washed. 

After  the  fleece  has  been  cut  it  is  washed  but  not  too  thor- 
oughly for  this  would  remove  all  the  natural  oil  and  a  cer- 
tain amount  of  this  is  necessary  to  make  the  carding  process 
a  success. 

After  the  wool  has  dried  it  is  carded  and  made  into  rolls. 
These  rolls  are  then  spun  into  a  single  thread  as  shown  in 
Fig.  XVII.  The  boys  in  the  background  are  using  the 
cards.  The  threads  just  spun  may  be  used  for  weaving  pur- 
poses just  as  they  come  from  the  wheel  but  if  used  as  yarn 
and  worsted  several  threads  are  twisted. 


FIGURE   XVII. 

After  the  yarn  is  spun  and  twisted  it  is  dyed.  First  the 
oil  is  washed  out  of  it  as  this  prevents  a  perfect  color.  If 
used  for  weaving  purposes  it  is  woven  into  cloth  first  and 
then  washed  and  dyed. 

The  above  refers  only  to  the  hand  process.  If  machine 
work  is  desired  see  some  good  cyclopedia. 

211 


BAND  OR  VENETIAN  IRON. 


The  band  iron  work  is  especially  adapted  to  grades  VI. 
and  VII.  There  are,  however,  many  of  the  more  simple 
exercises  that  may  be  made  of  the  lighter  iron  in  the  IV. 
and  V.  grades. 

For  a  complete  list  of  designs  send  for  the  Metropolitan 
Handy  Series  published  by  the  Butterick  Publishing  Co.,  7 
to  17  West  1 3th  street,  New  York,  N.  Y.  We  have  used 
these  designs  and  find  them  the  best  published.  I  feel  greatly 
indebted  to  the  Butterick  Publishing  Co.  for  the  work  which 
follows. 

At  first  the  work  will  make  the  thumb  and  first  finger  of 
the  left  hand  a  little  sensitive  but  if  the  periods  for  work 
are  not  too  long  this  sensitiveness  soon  wears  away. 

The  work  is  not  only  adapted  to  boys  but  to  the  girls  as 
well. 

It  is  a  practical  and  educative  line  of  work  and  very  early 
leads  to  many  of  the  elementary  principles  of  designing. 

The  work  is  desirable  because  it  involves  a  line  of  manual 
work  that  combines  the  training  of  the  mind,  the  eye  and 
the  hand. 

It  cultivates  the  power  of  observation  and  encourages 
pupils  on  to  original  effort. 

The  material  is  not  expensive. 

One  set  of  pliers  is  sufficient  for  a  building  and  will  cost 
no  more  than  a  set  of  scissors. 

Before  beginning  the  construction  of  a  piece  of  work 
each  child  should  make  his  own  design  ana  determine  from 
it  the  length  of  each  element  which  enters  into  the  design 
by  carefully  placing  on  it  and  following  the  curves  closely,  a 
piece  of  string  or  lead  wire. 

212 


When  the  length  of  each  element  is  found,  as  many  pieces 
of  iron  are  cut  as  the  particular  element  appears  in  the 
exercise. 

This  will  be  dwelt  on  at  greater  length  in  the  exercises 
that  follow: 


MATERIAL  REQUIRED. 

All  material  for  this  work  may  be  purchased  of  Orr  & 
Lockett,  71-73  Randolph  street,  Chicago. 

1.  The  iron  is  sold  in  coils  and  is  bought  by  the  pound. 
It  comes  in  various  widths   (J-6,  J4,  ^,  etc.)     The  width 
used  depends  upon  the  model  to  be  made. 

2.  Binders — Binders  are  sold  by  the  hundred.     It  is  not 
absolutely  necessary  that  binders  be  purchased  for  they  are 
easily  made. 

3.  Pliers — Both    the    round-nosed    and    the    flat-nosed 
pliers  are  required.     The  6-inch  plier  is  large  enough  for 
all  practical  purposes  along  this  line  and  the  cost  is  no  more 
than  the  cost  of  a  pair  of  scissors. 

4.  Snips — Small  tinner's  snips  are  sufficiently  heavy  for 
this  work. 

5.  Rivets — Rivets   are   sold  by  the  thousand.      Copper 
tacks  answer  the  same  purpose  as  rivets.    .Numerous  exer- 
cises, very  beautiful  in  every  respect  may  be  made  without 
the  use  of  rivets. 

6.  Punches — The  rivets  call  for  the  Orr  &  Lockett  Lever 
Punch.     An  awl  is  sometimes  used  when  the  copper  tacks 
are  substituted  for  the  rivets. 

7.  Hammers — Small   riveting  hammers   are   almost  in- 
dispensable. 

8.  Vises — A  small  bench  vise  with  the  anvil  attachment 
is  almost  a  necessity  when  rivets  are  used,  although  to  the 
wide  awake  teacher  a  substitute  for  any  of  the  above  may 
be  found. 

The  above  is  a  complete  list  of  materials,  but  it  must  be 
remembered  that  very  creditable  work  may  be  done  with 
only  the  pliers — iron  and  binders. 

213 


EXERCISES  IN  BENDING  IRON. 

Before  undertaking  any  definite  exercise  in  "band  iron" 
give  drill  enough  in  the  use  of  the  pliers  to  enable  pupils  to 
make  fairly  good  curves. 

To  make  a  curve  take  the  iron  in  the  left  hand  close  to 
the  end  to  be  curved,  and  with  the  round-nosed  pliers  take 
hold  of  the  extreme  end  of  the  iron  and  curve  it  round 
the  tool  so  as  to  make  a  complete  circle  as  in  Figure  I. 


By  moving  the  position  of  the  hand  and  still  keeping  the 
pliers  grasping  the  loop  first  formed  again  turn  round 
until  a  second  curve  is  formed  as  in  Figure  II. 


<T 


?**. 


©) 


Following  the  above  exercises  we  have  the  curving  at 
both  ends  as  shown  in  Figure  III. 


This  is  called  the  c  curve. 


214 


Following  the  c  curves  we  take  up  the  s  curve.  Take  a 
length  of  iron,  curve  one  end  as  shown  in  Figure  I.  Turn 
your  iron  round  and  curve  the  other  end  the  reverse  way, 
and  you  get  the  s  curve  as  in  Figure  IV. 


This  may  be  made  with  both  ends  alike  as  in  Figure  IV. 
or  with  one  end  longer  than  the  other  as  in  Figure  V.  In 
the  construction  of  this  curve  care  must  be  taken  not  to 
make  the  stem  of  the  curve  too  straight. 

Before  beginning  the  construction  of  an  exercise  the  de- 
sired design  is  drawn  on  paper,  full  size. 

This  is  often  difficult  to  do  free  hand. 


To  aid  in  getting  the  proper  curves,  rectangles,  and 
squares  are  constructed  and  the  curves  drawn  within  them 
as  shown  in  Figure  VI. 

In  such  an  exercise  we  have  the  sides  of  the  square?  or 
rectangles  to  aid  in  getting  the  desired  curve. 

JOINING  OR  CLASPING. 

There  are  two  ways  of  joining  or  clasping  by  means  of 
binders. 

i.  Take  for  practice  two  c's  and  join  them  by  means 
of  a  binder. 


To  join  two  c's  let  the  two  pieces  to  be  joined  slip  into 
the  binder.  With  the  flat-nosed  pliers  catch  the  two  ends 
of  binder  and  press  together  enough  to  hold  the  binder  in 
place.  Flatten,  first,  one  side  of  binder  and  then  the  other 
to  broad  side  of  pieces  to  be  joined. 

2.  When  the  curves  come  so  closely  together  that  the 
pliers  can  not  be  used  between  them  the  binder  is  taken  as 
in  Fig.  VIII. 


The  parts  to  be  joined  are  slipped  into  the  binder  so  that 
the  open  side  of  the  binder  is  along  the  edges  of  the  parts 
to  be  bound. 


216 


With  the  flat-nosed  pliers  nip  tightly.  The  binder  now 
extends  beyond  the  edges  of  the  parts  to  be  bound.  With 
the  pliers  nip  the  ends  of  the  binder  together. 

This  is  not  so  neat  a  process  as  the  former  but  must  be 
used. 

It  can  be  so  arranged  that  the  rough  part  of  such  bind- 
ing will  be  on  the  inside  of  the  desired  exercise  when  fin- 
ished. 


TO  RIVET  TWO  PIECES. 

To  rivet  two  light  pieces  of  metal  together,  proceed  as 
follows : 

Punch  or  bore  a  hole  at  the  proper  point  in  each  piece  of 
metal,  place  the  pieces  in  position,  with  the  holes  one  above 
the  other,  and  pass  a  copper  tack  or  rivet  through  the  holes ; 
lay  the  pieces  (if  copper  tack  is  used)  of  metal  upon  two 
wooden  blocks  of  equal  thickness,  placed  close  together, 
with  the  projecting  point  of  the  tack  between  the  blocks ; 
and  drive  the  tack  down  through  the  holes  until  the  head 
rests  snugly  against  the  upper  piece  of  metal. 

Then  with  a  file  or  a  pair  of  nippers  cut  off  the  point  of 
the  tack,  leaving  about  an  eighth  of  an  inch  projecting  be- 
yond the  under  piece  of  metal ;  lay  the  head  of  the  tack 
upon  some  hard  surface,  strike  the  projecting  end  sharply 
with  the  thin  side  of  a  riveting  hammer  until  the  copper  is 
well  beaten  down  about  the  hole,  and  neatly  round  off  the 
head  thus  formed  by  tapping  it  with  the  smooth  face  of 
the  hammer.  If  a  riveting  hammer  is  not  obtainable,  an 
ordinary  hammer  may  be  used,  but  will  not  make  as  present- 
able a  rivet.  An  old  flat-iron  is  very  convenient  for  this 
work,  as  it  may  be  held  bottom  upward  between  the  knees, 
and  will  thus  provide  a  firm  resting  place  for  the  head  of 
the  rivet  under  the  short,  quick  blows  of  the  hammer. 

It  will  often  happen  that  one  or  both  pieces  of  metal  have 
been  so  bent  or  are  of  such  a  shape  that  they  cannot  be 
laid  flatly  on  the  iron,  and  in  such  a  case  the  rivet  may  rest 
upon  the  point  of  the  iron. 

217 


Designs  Xos.  I.  and  II.  illustrate  teapot  or  flat-iron  stands. 


Design  No.  III.  displays  a  simple  but  pretty  burnt-match 
holder.  The  receptacle  c  is  a  small  glass,  and  the  grille 
work  about  it  forms  a  sort  of  cup  in  which  it  rests  securely. 
Having  chosen  a  small,  plain  glass  or  tumbler,  form  two 
hoops  of  thin  iron  strips  less  than  a  quarter  of  an  inch  in 


218 


width,  making  one  hoop  the  size  of  the  glass  near  the  top 
and  the  other  to  fit  it  near  the  bottom ;  and  to  these  hoops 
attach  the  four  scroll  feet.  Bend  the  feet  as  pictured,  hav- 
ing each  measure  an  inch  and  five-eighths  at  the  widest 
part  of  the  lower  scroll,  and  three  inches  and  a  half  in 


height ;  fasten  the  top  of  each  foot  to  the  larger  hoop  and 
the  small  middle  scroll  to  the  smaller  hoop;  and  where  the 
inner  sides  of  the  large  scroll  come  together  under  the  glass 
fit  in  a  small  square  block  of  wood,  and  bind  all  the  scrolls 
securely  about  it  with  wire.  If  it  is  difficult  to  fasten  the 
hoops  and  scrolls  tightly  together  with  wire  or  metal  bands, 
punch  corresponding  holes  in  them  where  they  cross  each 
other,  insert  small  copper  tacks  in  the  holes,  and  rivet 
neatly  to  form  strong  joints.  After  the  iron  has  been 
Japolacked  the  receptacle  will  be  ready  for  use. 

219 


Design  No.  IV.  illustrates  an  artistic  burnt-match  receiver 
that  is  to  be  suspended  from  a  gas-bracket  or  chandelier. 
And  ordinary  thin  drinking  glass  is  used  for  the  receiver 
and  a  net-work  of  scrolls  encloses  it  and  provides  for  its 

suspension. 


No  directions  as  to  size  can  be  given  for  the  iron  work, 
as  the  diminsions  of  the  scrolls  must  be  determined  by  the 
size  and  shape  of  the  glass  selected  for  the  receiver.  Make 
a  band  of  iron  to  encircle  the  glass  near  the  top  and  a 
hoop  of  wire  to  fit  it  exactly  at  the  bottom ;  and  between 
these  two  hoops  arrange  four  complete  sides  as  pictured, 
fastened  them  to  the  hoops  and  to  each  other.  Design  No. 
V.,  gives  a  pattern  for  each  of  the  sides. 

Under  the  glass  bend  and  fasten  together  four  scrolls  as 
seen  in  the  complete  design,  securing  their  upper  ends  to  the 
lower  hoop,  and  binding  their  lower  parts  together  where 
they  touch  with  wire  or  a  metal  band. 

To  the  upper  hoop  rivet  three  or  four  loops  of  iron,  and 
run  wires  from  them  to  the  suspension  scroll,  a  pattern 

220 


of  which  is  presented  in  Figure  No.  IX.  This  scroll  is  made 
of  iron  not  more  than  an  eighth  of  an  inch  wide,  and  the 
suspension  wires  are  made  fast  in  the  lower  hoop,  while 
the  upper  one  is  passed  over  a  hook  or  nail  or  is  attached 
to  some  small  part  of  the  gas  fixture. 

Design  No.  VI.  presents  another  idea  for  a  standard  re- 
ceiver, and  is  somewhat  similar  in  general  treatment  to  the 
one  already  given,  although  it  is  much  more  elaborate.  The 
receptacle  shown  is  a  rather  tall  cider  glass,  and  to  it  are 


fitted  three  hoops,  one  near  the  bottom,  another  above  the 
middle  and  the  third  midway  between  these  points.  Be- 
tween the  upper  and  middle  hoops  a  snake  pattern  scroll 
of  wire  is  fastened,  the  scroll  being  made  according  to 
Figure  No.  X.  and  between  the  middle  and  lower  hoops  is 
arranged  a  row  of  wire  scrolls  like  Figure  No.  XL,  each 
scroll  being  placed  alternately  back  to  back  and  face  to  face, 
and  bound  firmly  together  with  either  bands  of  metal  or 
wire. 

Having  completed  this  part  of  the  design,  bend  four 
scroll  sides  and  fasten  them  to  the  three  hoops  as  indicated 
in  the  engraving.  The  sides  should  be  about  four  inches 

221 


and  a  half  high,  and  when  they  are  in  position  the  width 
across  two  opposite  scrolls  at  the  broadest  part  near  the 
bottom  should  be  about  three  inches  and  three-quarters. 
Japolac  the  iron  work,  and,  if  liked,  line  grill  work  about 
the  glass  with  colored  silk,  which  will  not  only  improve  the 
appearance  of  the  receiver,  but  will  also  conceal  the  un- 
sightly burnt  matches  which  it  is  to  contain. 

Many  other  pleasing  designs  may  be  followed  for  burnt- 
match  receivers. 

Design  No.  VII.  displays  a  very  pretty  match-box  and  will 
doubtless  suggest  numerous  other  devices  for  articles  of  a 
similar  nature.  Make  a  frame  work  five  inches  and  three- 


quarters  high  and  two  inches  and  three-quarters  wide.  In- 
side the  outer  frame  secure  two  scrolls  as  shown,  and  an 
inch  and  an  eighth  from  the  bottom,  fasten  a  cross  rib,  which 
will  be  on  a  line  with  the  top  of  the  box  proper  which  is 
made  of  tin  bent  in  shape.  Between  the  ribs  and  scrolls 
thus  arranged  fill  in  the  other  scrolls  to  form  the  complete 
design,  as  pictured. 

222 


Next  make  two  scrolls  and  fasten  them  together  to  form 
the  bottom  of  the  back  plate ;  they  should  look  when  com- 
pleted like  Figure  No.  XII.,  and  should  measure  two  inches 
and  three-quarters  across  and  two  inches  and  a  quarter  in 
height.  Fill  in  the  oblong  space  between  the  cross  ribs  in 
the  back  plate  with  a  snake  pattern  made  as  illustrated  at 
Figure  No.  X. 

A  few  suggestions  will  now  be  given  on  picture  and 
photograph  frames,  f6r  which  an  inexhaustible  variety  of 
designs  may  be  found  or  devised. 

A  photograph  frame  having  many  original  features  is 
shown  at  Design  No.  VIII.,  and  is  well  adapted  for  a  picture 
of  cabinet  size.  Make  the  rabbet  of  the  frame  of  such 


dimensions  that  it  will  show  a  portion  of  the  photograph 
three  inches  and  three-quarters  wide  by  five  inches  and  a 
half  high — that  is  the  sight  opening  of  the  frame  must 
be  of  the  dimensions  named. 

Make  the  frame  proper  of  a  strip  of  thin  iron  three- 
eighths  of  an  inch  wide,  and  in  the  strip  at  suitable  in- 
tervals cut  angle  notches,  as  shown  at  Figure  No.  XIII., 
making  the  notches  half  through  the  width  of  the  strip,  so 

223 


that  the  point  of  each  angle  will  come  exactly  at  the  center. 
Then  with  a  pair  of  flat-nosed  pliers  bend  the  strip  in  the 
form  of  an  oblong,  arranging  ea,ch  corner  to  appear  like 
Figure  No.  XIV. 

Join  the  ends  of  the  frame  at  the  bottom,  allowing  a  lap 
of  an  inch  or  so  of  the  strip,  and  making  the  joint  by 
punching  small  holes  in  the  iron  with  an  awl  and  inserting 
copper  tacks  as  rivets.  With  two  pairs  of  flat-nosed  pliers 
grasp  the  strip  forming  the  frame,  and  bend  it  to  form  a 
right  angle  all  around,  as  shown  at  Figure  No.  XV.,  locating 
the  edges  of  each  notch  so  they  will  arrange  a  mitre  at  one 
corner,  also  as  pictured  at  Figure  No.  XV. 

Lay  this  frame  on  a  piece  of  smooth  paper,  trace  its  out- 
line and  draw  about  it  the  scroll  work,  making  the  total 
height  from  the  bottom  of  the  side  scrolls  to  the  top  of  the 
center  ornament  nine  inches  and  a  half,  and  the  width  at 
the  bottom  at  the  broadest  part  of  the  side  scrolls  seven 
inches,  and  at  about  the  middle  of  the  frame  about  five 
inches  and  three-quarters. 

For  the  scrolls  use  iron  strips  not  less  than  an  eighth  or 
more  than  three-sixteenths  of  an  inch  wide,  and  attach 
each  scroll  to  the  frame  at  the  point  of  contact  with  a 
small  copper  tack  passed  through  corresponding  holes  and 
riveted,  or  else  by  means  of  fine  wire  run  through  two 
holes  at  each  joint  and  twisted  securely.  After  the  frame 
has  been  carefully  Japolaked  and  is  ready  to  receive  the 
photograph,  fit  a  piece  of  thin  pine  board  in  the  rabbet  to 
act  as  a  back-board,  cut  a  piece  of  thin,  clear  glass  the 
same  size,  and  trim  off  the  mount  so  the  picture  will  take 
exactly  the  proper  position.  Then  put  in  the  glass  next 
the  picture,  and  lastly  the  board,  which  should  be  fastened  by 
means  of  thin  steel  wire  nails  driven  through  awl-holes  in 
the  iron  and  into  the  edge  of  the  board. 

If  the  frame  is  to  be  hung  upon  a  wall,  a  slender  steel  wire 
nail  will  be  sufficient  to  sustain  it,  but  if  it  is  to  stand  upon  a 
table,  mantel  or  dresser,  a  grille  support  will  be  necessary 
to  give  the  form  of  an  easel.  Figure  No.  XVI.  shows  a  de- 
sign for  a  support  of  this  description,  which  should  be  made 
of  thin  iron  strips  about  an  eighth  of  an  inch  wide.  Having 

224 


completed  the  support  secure  its  upper  end  with  two  small 
staples  to  the  backboard  of  the  frame  near  the  top,  and 
fasten  the  ends  of  a  brass  or  iron  chain  respectively  to  the 
lower  end  of  the  support  and  the  bottom  of  the  back- 
board, making  the  chain  of  such  a  length  that  it  will  keep 
the  support  from  slipping  too  far  back.  A  side  view  of 
this  frame,  support  and  chain  is  given  at  Figure  No.  XVII. 
The  long  frame  pictured  at  Design  No.  IX  may  be  used 
crosswise  for  a  group  of  heads,  or  may  be  placed  upright  for 
a  full-length  figure. 


The  total  length  of  the  frame  should  be  nine  inches  and 
three-quarters,  and  the  total  breadth  six  inches  and  a  half ; 
and  the  inner  frame  or  rabbet  should  measure  six  inches 
and  a  half  in  length  and  three  inches  and  a  half  in  breadth, 
with  a  sight  opening  measuring  six  inches  by  three.  This 

225 


design  makes  a  very  neat  wall  frame,  and  it  may  be  en- 
larged to  suit  a  small  etching  or  colored  print. 

While  the  black  finish  is  very  pretty  and  stylish  for  every 
kind  of  iron  work  it  does  not  follow  that  all  objects,  and 
especially  all  picture  frames,  should  be  completed  in  this 
way.  Colors  are  pleasing  and  effective,  and  the  enamel 
paints  in  different  light  tints  that  can  be  purchased  in  many 
of  the  shops  will  be  found  entirely  satisfactory  for  the  pur- 
pose. Light  shades  of  pink,  blue,  green  and  tan  are  par- 
ticularly desirable,  and  so  are  white  and  ivory.  When  any 
of  these  delicate  tones  are  to  be  used,  it  is  a  good  plan  to 
first  give  the  iron  two  coats  of  ordinary  thin  white  paint, 
to  fully  conceal  its  black  surface ;  for  the  enamel  paint  is 
rather  light  in  body,  and  a  number  of  coats  would  be  neces- 


sary  to  properly  cover  the  surface  if  it  was  used  alone, 
whereas  only  one  or  two  coats  will  be  needed  in  addition 
to  the  ordinary  paint. 

Another  pretty  finish  may  be  produced  by  gilding  or  sil- 
vering the  scroll  work  and  then  applying  a  thin  coat  of 
pure  spirit  varnish  to  keep  it  from  tarnishing.  If  the 
iron  is  to  be  gilded,  it  should  first  be  given  one  or  two 
thii.  coats  of  chrome-yellow ;  while  if  it  is  to  be  silvered,  it 

226 


should  first  be  painted  white  or  light  pearl-gray.  These 
colors  may  be  purchased  in  small  tubes  at  any  art  store 
and  will  be  found  very  reasonable  in  price. 

The  paint  will  not  only  serve  to  hide  the  iron,  but  will  also 
provide  a  smooth  surface  for  the  gold  or  silver. 

Design  No.  X  is  quite  elaborate,  and  while  the  design 
is  really  no  more  intricate  than  any  of  the  others,  more 
time  and  pains  vill  obviously  be  required  to  follow  it  sat- 
isfactorily. 


The  central  portion  of  the  frame  is  intended  to  accom- 
modate a  cabinet  picture,  its  outside  size  being  four  inches 
and  a  quarter  by  five  inches  and  seven-eights  and  the  sight 
opening  being  a  little  less  than  half  an  inch  smaller  both 
ways  and  the  frame  at  each  side,  being  designed  for  smaller 
photos,  has  an  outside  measurement  of  two  inches  and  a 
half  by  three  inches  and  seven-eights.  The  small  frames  are 
separated  from  the  larger  one  by  snake-pattern  grilles  made 
of  iron  strips  three-eights  of  an  inch  wide,  and  the  three  are 
surrounded  by  a  rather  elatJOrate  grille  as  illustrated. 

The  total  length  of  the  completed  frame,  from  outside  to 
outside  of  the  scrolls,  is  twelve  inches  and  three-quarters, 
and  the  total  height  nine  inches  and  an  eighth. 


Design  No.  XL  offers  a  simple  but  artistic  suggestion  for 
a  circular  frame. 

The  angle  or  flange  forming  the  rabbet  should  measure 
four  inches  in  diameter  at  the  outside,  and  should  leave  a 
sight  opening  three  inches  and  a  half  in  diameter;  and  the 
circle  formed  by  the  strips  of  metal  outside  the  snake  pat- 
tern (the  extreme  outer  circle  of  the  frame)  should  be  five 


inches  and  an  eighth  in  diameter.  To  make  a  frame  of 
the  dimensions  given,  first  draw  with  a  pair  of  pencil  com- 
passes on  a  piece  of  thin  sheet  iron  a  circle  four  inches  in 
diameter,  and  inside  it  another  three  inches  and  a  half  in  dia- 
meter. Carefully  cut  along  these  circular  lines,  thus  pro- 
ducing a  circular  strip  a  quarter  of  an  inch  wide ;  and  then 
make  another  strip  of  exactly  the  same  shape  and  size. 
Next  cut  a  strip  of  iron  three-eighths  of  an  inch  wide  and 
about  thirteen  inches  long,  with  a  pencil  draw  a 
straight  line  the  entire  length  of  the  strip,  and 
an  eighth  of  an  inch  from  one  edge.  With  the 
shears  cut  the  strip  as  pictured  at  Figure  No.  XVIII.,  leav- 
ing teeth  an  eighth  of  an  inch  in  depth  and  width  at  intervals 

228 


of  about  half  an  inch.  Bend  the  strip  in  a  true  circle  four 
inches  in  diameter,  and  rivet  the  ends  together  with  a  copper 
tack  to  form  a  hoop.  Then  with  a  pair  of  princers  bend  the 
teeth  toward  the  center,  as  indicated  at  Figure  XIX.  Having 
bent  all  the  teeth  to  be  at  right  angels  with  the  rest  of  the 
hoop,  fit  one  of  the  round  collars  inside  the  hoop  close  up 
against  the  teeth,  and  place  the  other  in  a  corresponding 
position  on  the  outside. 

Thus  the  two  collars  will  have  the  teeth  between  them  and 
will  have  the  teeth  between  them  and  will  hold  the  hoop 
securely.  Punch  about  eight  holes  through  the  collars  and 
teeth  and  rivet  the  three  pieces  of  iron  together  with  copper 
tacks.  The  result  will  be  a  circular  right  angled  rabbet 
of  the  size  desired. 

Lay  this  frame  face  downward  on  a  piece  of  smooth 
paper,  mark  its  outline  and  draw  outside  it  the  scroll  pattern 
shown  in  the  design.  Then  bend  the  scrolls  in  iron  strips 
measuring  an  eighth  or  three-sixteenths  of  an  inch,  and  se- 
cure them  in  position  according  to  the  drawing. 


229 


A  unique  oval  'frame  is  represented  at  Design  No.  XII. 
It  is  constructed  like  all  the  others  described,  with  the  ex- 
ception of  the  oval  rabbet,  which  is  made  in  the  same  man- 
ner as  that  for  the  circular  frame  pictured  at  Design  No. 
XI.  It  will  be  necessary  to  cut  two  ovals  collars  of  iron,  each 
five  inches  and  three-eighths  one  way  by  three  inches  and 
seven-eighths  the  other,  measuring  at  the  longest  and  widest 
parts.  An  oval  hoop  as  large  as  the  outside  measurement 
of  the  collars  must  be  made,  and  cut  in  teeth  at  one  side,  as 
described  in  Design  No.  XII.  When  the  inner  frame  is 
completed  the  outer  scrolls  must  be  drawn  and  bent  as  il- 
lustrated. The  metal  band  running  parallel  to  the  outside 
of  the  inner  frame,  with  scrolls  both  inside  and  outside  of  it, 
must  measure  seven  inches  and  a  quarter  by  five  inches 
and  three-quarters. 

The  extreme  height  of  the  frame  should  be  ten  inches  and 
a  half  and  the  greatest  width  seven  inches  and  a  quarter. 

The  use  of  bent  iron  in  the  construction  of  practical  and 
ornamental  boxes  is  one  of  the  most  interesting  branches 
of  the  work,  and  it  is  also  one  of  the  most  comprehensive,  as 
the  boxes  can  be  made  of  any  size  and  of  almost  any  shape, 
while  the  variety  of  designs  that  can  be  employed  in  bending 
the  metal  is  practically  inexhaustible  and  embraces  every 
known  style  of  conventional  patterns.  Artistic  boxes  con- 
structed of  light  iron  scrolls  are  very  ornamental  upon 
tables,  dressers  and  mantels,  where,  they  may  be  used  as 
receptacles  for  scarfs,  cuffs  and  collars,  handkerchiefs  and 
miscellaneous  odds  and  ends. 

The  use  to  which  a  box  is  to  be  put  will  govern  its  size, 
and  to  some  extent,  its  design  also. 

An  idea  for  an  artistic  cuff-box  is  presented  at  Design 
No.  XIII.  It  may  be  made  four  or  five  inches  square  and  five 
or  six  inches  deep,  and  for  such  a  size  the  scroll-work  should 
be  done  in  metal  strips  about  an  eighth  of  an  inch  wide. 
The  frame  work  may  be  constructed  of  a  square  iron  or 
brass  rod  or  of  ordinary  soft  wire  of  suitable  size. 

The  design  is  the  same  for  all  four  of  the  sides,  and  the 
top  is  like  the  sides  with  the  exception  that  it  center  is 
circular  while  that  of  each  side  is  oval. 

230 


To  finish  the  box,  first  give  the  scrolls  several  thin  coats 
of  japolac,  letting  each  coat  dry  perfectly  before  adding  the 
next.  Then  line  the  box  with  heavy  silk  or  some  other 
good  material,  sewing  it  firmly  to  the  scrolls,  and  secure  the 
lid  to  one  side  of  the  box  with  hinges  or  with  ribbon  bows, 
which  mav  match  or  contrast  with  the  silk  used  to  line. 


A  collar  box  of  similar  design  could  be  made  six  inches 
square  and  about  three  inches  deep,  with  a  lining  arranged 
as  described,  and  a  lid  hinged  on  one  side. 

A  combination  box  could  be  produced  by  making  the  two 
sizes  together  as  one  box,  one  side  to  be  used  for  cuffs  and 
the  other  for  collars.  In  such  a  case  one  side  of  one  box 
may  be  omitted. 


231 


PRIMARY  CLAY  MODELING. 


For  the  first  two  or  three  years  of  school,  clay  modeling 
is  one  of  the  most  responsive  of  the  plastic  arts  to  the 
impress  of  a  child. 

The  fact  that  the  same  clay  is  used  several  times  and  not 
always  by  the  same  child  is  one  of  the  principal  objections 
to  its  use  in  our  public  schools. 

There  are  few  schools  that  do  not  have  somewhere  in  the 
vicinity  of  the  building  a  place  where  clay  may  be  found. 
Often  in  digging  a  well  or  excavating  for  a  building  clay 
is  the  subsoil.  If  such  be  the  case  a  quantity  may  be  stored 
away  in  boxes  or  barrels  and  prepared  for  use  at  any  time 
desired.  (For  preparation  of  clay  see  "throwing  process," 
of  making  pottery.) 

With  a  quantity  obtained  in  this  way  it  will  not  be  neces- 
sary to  use  the  same  clay  but  once. 

Through  the  drawing  and  painting  the  child  becomes 
familiar  with  two  dimensions — length  and  breadth. 

By  the  use  of  clay  the  third  dimension,  "depth,"  is  felt. 

Clay  modeling  has  more  varied  uses  and  wider  expressive 
value  than  might  be  appreciated  by  those  who  have  not 
used  it. 


FIGURE  xyni. 

Almost  any  simple  object  in  nature  may  be  shaped  in 
clay, — flowers,  fruits  like  the  orange,  apple,  pear,  plum, 
grapes,  banana,  etc.,  and  animal  forms. 

Pottery  forms  will  grow  out  of  the  history  work  on  prim- 
itive man,  Cliff  Dwellers,  Indians  and  Eskimo. 

There  are  two  ways  of  doing  the  primary  work  in  pottery. 

In  the  first  process  a  lump  of  clay  of  the  desired  size  is 
placed  on  an  inverted  plate  or  disk  of  wood  as  either  may 
be  turned  without  moving  the  clay  from  its  original  position. 

Press  the  thumbs  into  center  of  lump  and  continue  to 
work  with  the  thumbs  inside  and  the  fingers  about  the  outer 

232 


surface.     Water  should  be  freely  used,  as  it  aids  greatly  in 
•obtaining  a  smooth  surface. 

A  portion  of  the  clay  may  be  reduced  to  "slip,"  as  men- 
tioned in  the  "Mould  Process."  (This  slip  may  be  made  by 
placing  clay  and  water  in  a  gallon  jar,  mixing  well  with  a 
large  spoon.)  If  the  form  when  finished  has  an  uneven  sur- 
face and  a  smoother  appearance  is  desired  apply  the  above 
mentioned  "slip"  by  means  of  a  common  paint  brush.  This 


FIGURE  XIX. 

repeated  several  times,  allowing  each  coat  to  dry  before 
adding  another,  produces  a  fairly  good  piece  of  pottery. 

In  the  second  process  the  pottery  is  built  up  by  means 
of  coils.  This  is  what  is  commonly  called  the  "coil  process" 
and  was  practiced  by  many  Indian  tribes.  (Fig.  XIX.) 

Flatten  a  piece  of  clay  in  the  form  of  a  dish.  Place  on 
an  inverted  plate  or  dish  of  wood  and  turn  edge  upward 
by  working  with  thumbs  on  the  inside  and  the  fingers  on 
the  outer  surface.  Make  a  coil  by  rolling  the  clay  between 
the  hands,  that  will  be  equal  in  length  to  the  distance  around 

233 


turned  edge.  Work  this  coil  on  the  turned  edge  and  con- 
tinue to  build  up  in  this  way  until  the  desired  shape  and 
size  is  obtained.  Slip  may  be  used  as  above  mentioned. 
When  the  pieces  of  pottery  have  thoroughly  dried  they  may 
be  fired  in  a  kiln  or  coated  with  shellac,  which  usually 
prevents  erosion.  Firing  does  not  prevent  erosion,  the  shel- 
lac must  also  be  used  on  the  inside. 

The  coloring  of  the  lower  grades  may  be  done  by  using 
the  water  color  paints  or  the  colored  crayons  may  be  used. 

Place  the  crayon  in  water  the  day  before  to  acquire  the 
proper  consistency. 

The  flat  base  required  for  relief  work  may  be  rolled  out 
with  a  small  roller  cut  from  a  broom  stick. 


FIGURE  xx. 

Upon  this  flat  base  may  be  placed  flowers  and  leaves.  A 
small  piece  of  wire  or  sharp  stick  may  be  used  for  drafting 
out  lines.  The  color  may  again  be  applied  with  good  effect. 
A  mold  may  be  easily  made  from  any  piece  of  relief  work. 
When  the  clay  product  is  completed  cover  entire  surface 
with  dope.  (See  casting  process  of  pottery.)  Place  about 
the  sides  of  the  clay  product  a  band  of  straw  board  creased 

234 


at  the  corners  to  fit  the  corners  of  clay  slab.  (Fig.  XX.) 
Allow  this  to  fit  as  closely  as  possible.  Mix  water  and 
'  plaster  to  the  consistency  of  thick  cream  and  pour  in  upon 
the  relief  work  to  the  thickness  of  from  one  to  two  inches. 
Fig.  XX.  In  about  twenty  minutes  this  plaster  form  may 
be  removed  from  original  relief  work  and  a  mold  is  obtained. 
See  left  of  Fig.  XX.  The  inner  surface  of  this  mold  may 
be  well  doped — the  straw  board  placed  about  it,  and  plaster 
of  paris  poured  upon  it.  This  soon  frees  itself  form  the 
mold  and  as  a  result  we  have  the  relief  work  in  plaster.  See 
left  of  Fig.  XX. 

If  color  is  desired  it  must  be  applied  before  while  the 
form  is  still  moist.  If  allowed  to  dry  place  in  water  a 
couple  of  minutes  before  coloring. 


FIGURE    XXI. 

POTTERY-CASTING  PROCESS. 

There  are  few  schools  in  which  the  three  processes  of  pot- 
tery making  are  employed.  The  same  wheels  used  in  the 
"throwing  process"  are  used  in  the  casting. 

The  accompanying  cuts  show  that  the  wheel  is  nothing 
more  than  an  old  machine  standard  fitted  up  for  the  pur- 
pose. 

235 


Often  wheels  are  fitted  up  and  attached  by  means  of 
pullies  to  the  shafts  of  the  machinery  used  in  regulating  the 
ventilating  apparatus  of  the  building. 

This  does  away  with  all  foot  power. 

Almost  all  art  pottery  is  made  by  the  casting  process. 
Fig.  XXII.  shows  a  few  simple  forms  made  by  pupils.  When 


FIGURE    XXII. 


beginning  the  work  by  all  means  choose  simple  designs,  for 
they  are  usually  the  most  artistic  as  well  as  the  most  easily 
made.  Show  the  class,  if  possible,  a  collection  of  different 
kinds  of  pottery. 

If  the  pottery  itself  can  not  be  had  secure  good  pictures. 
Many  valuable  pictures  of  primitive  pottery  in  color  may  be 
obtained  from  the  publication  of  the  Ethnological  Depart- 
ment of  the  United  States  Government.  After  all  the  pupils 
have  seen  a  good  collection  of  pottery  the  first  and  most 
important  step  in  the  lesson  for  them  to  do  is  the  making 
of  a  design  on  paper,  in  charcoal,  colored  crayon  or  water 
color. 

The  following  is  an  outline  giving  the  successive  steps 
necessary  to  make  a  form. 
I  Making  a  form: 

1.  Material 

(a)  Plaster  of  pans. 

(b)  Linoleum. 

2.  Apparatus 

1.  The  wheel. 

2.  Steel  tool. 

236 


First  Step — 

On  the  disk  of  the  wheel  already  mentioned  place,  in  a 
vertical  position,  a  piece  of  linoleum  rolled  into  a  cylinder 
and  tied  with  a  string  as  illustrated  in  the  right  of  Fig. 
XXIII. 


FIGURE  XXIII. 

Second  Step — 

Place  into  an  earthen  jar  a  certain  amount  of  water.  (The 
amount  depends  on  the  size  of  the  form  desired),  and  sift 
into  it  the  plaster  of  paris  until  it  reaches  the  surface  of  the 
water.  Stir  well  and  add  one-third  as  much  water  as  was 
originally  placed  in  the  jar.  Pour  this  mixture  into  the 
cylinder  formed  by  the  rolling  of  the  linoleum,  as  shown  in 
the  right  of  Fig/XXIII. 

Allow  it  to  remain  until  the  plaster  becomes  noticeably 
warm  to  the  hand.  The  time  varies  from  fifteen  to  twenty- 
five  minutes. 

Remove  the  linoleum  and  you  have  a  solid  cylinder  of 
plaster,  as  shown  in  center  of  Fig.  XXIII. 

237 


Third  Step — 

The  operator  now  takes  his  place  before  the  revolvling 
disk,  as  shown  in  center  of  Fig.  XXIII.  and  resting  his 
tool,  (a  piece  of  sharp  steel  attached  to  a  long  handle)  on 
a  bar  of  iron  or  wood  extending  across  the  front  of  the 
machine,  he  cuts  into  the  revolving  plaster  until  he  has 
made  the  shape  shown  in  his  design.  See  left  of  Fig.  XXIV. 
Beginners  are  usually  taught  to  make  a  cylindrical  shaped 
form  or  bowl  at  first,  being  a  trifle  larger  at  the  top  than  the 
bottom. 


FIGURE    XXIV. 

Making  a  Mold. 

The  simple  form  being  completed  we  are  now  ready  to 
make  the  mold.  Dope  plays  a  very  important  part  in  the 
making  of  a  mold. 

To  make  dope  take  one  quarter  of  a  pound  of  castile  soap, 
scrape  fine  and  place  in  a  dish  with  warm  water  enough  to 
cover.  Allow  soap  to  dissolve.  When  fairly  dissolved  add 
one-half  pint  of  purified  lard  oil — mix  well. 

Give  the  completed  form,  still  on  the  disk,  a  coat  of  the 
dope.  (See  left  of  Fig.  XXIV.) 


238 


Surround  the  vase  form  with  a  cylinder  of  linoleum  from 
one  to  two  inches  greater  than  that  of  the  vase  form.  (See 
center  of  Fig.  XXIV.)  Pour  plaster  of  paris  into  the  space 
between  the  vase  form  and  the  cylinder  of  linoleum  to  a 
depth  of  at  least  one  inch  greater  than  the  height  of  the  vase 
form.  When  the  mold  thus  made  becomes  noticeably  warm 
to  the  hand  it  may  be  lifted  from  the  wheel.  (See  right  of 
Fig.  XXIV.)  The  vase  form  remains  and  the  mold  is  laid 
away  to  dry.  It  will  be  observed  that  any  surface  receiving 
a  coat  of  dope  prevents  plaster  from  sticking.  The  mold 
just  completed  is  called  a  one  piece  mold. 


FIGURE  xxv. 

If  the  shape  turned  upon  the  wheel  has  rounded  sides  the 
mold  must  be  made  of  two  or  three  pieces,  and  the  manner 
of  making  such  a  mold  is  quite  different  from  that  of  the 
one  piece  mold.  The  linoleum  is  placed  and  the  plaster 
poured  the  same  as  when  making  a  one  piece  mold.  Fig. 
XXIV. 

In  making  a  two  piece  mold  after  the  shape  has  been  cut 
out,  (See  left  of  Fig.  XXIII),  of  plaster  it  is  taken  off. 

239 


Usually  hammer  and  chisel  are  used  in  cutting  it  loose  from 
the  disk.  The  disk  is  smoothed  and  the  form  inverted  as 
shown  in  the  left  of  Fig.  XXV.  In  placing  the  inverted  form 
care  should  be  taken  that  it  is  exactly  in  the  center  of  the 
disk.  A  pencil  mark  is  made  at  the  place  where  the  cir- 
cumference is  greatest.  This  is  done  while  the  disk  is  re- 
volving. 

After  the  form  is  thoroughly  doped  a  cylinder  of  linoleum 
is  placed  around  the  form  as  shown  in  center  of  Fig.  XXV, 
and  liquid  plaster  is  poured  in  to  the  height  shown  by  the 


FIGURE    XXVI. 

pencil  mark.  When  this  part  of  the  mold  has  sufficiently 
dried  the  upper  part  is  smoothed  and  a  groove  is  cut  into  it. 
See  right  of  Fig.  XXV.  This  groove  is  doped  and  the 
linoleum  is  again  placed  as  before  and  enough  plaster  is 
poured  in  to  cover  that  part  of  the  form  not  covered  by 
the  first  pouring.  (See  on  wheel  in  left  of  Fig.  XXVI.) 

In  about  half  an  hour  the  entire  mold  is  ready  to  be  re- 
moved from  the  wheel.      The  mold  parts  at  the  place  the 

240 


groove  was  cut  or  the  place  the  greatest  circumference  was 
marked  and  the  form  falls  out.    See  center  of  Fig.  XXVI. 
After  the  mold  has  thoroughly  dried  as  in  the  one  piece  it 
is  ready  for  use  but  cannot  be  used  until  the  slip  is  made. 
Making  Slip. 

Slip  may  be  made  of  any  kind  of  clay  that  will  bear  fire. 
Allow  the  clay  to  thoroughly  dry.  Break  into  small  pieces 
and  place  in  a  barrel  churn  with  water  enough  to  cover 
well.  Allow  the  clay  to  soak  a  short  time  and  then  churn 
well  for  about  one  half  hour  after  which  it  is  in  a  condition 
to  be  strained  through  a  fine  sieve. 

If  only  a  small  quantity  is  wanted  it  might  be  mixed  in  a 
common  jar  with  a  spoon  and  strained  through  cheese  cloth. 

The  slip  is  now  poured  into  the  mold.  The  plaster  ab- 
sorbes  some  of  the  water  from  the  slip  and  causes  the  clay 
to  cling  to  the  inner  surface  of  the  mold  thus  forming  a 
kind  of  shell.  As  the  water  is  absorbed  the  slip  lowers  in 
the  mold.  More  slip  is  poured  so  that  the  mold  is  always 
full.  The  thickness  of  this  inner  shell  may  be  seen  around 
the  opening  through  which  the  slip  is  poured. 

When  the  desired  thickness  is  obtained  the  mold  is  in- 
verted, care  being  taken  that  the  parts  do  not  separate^  and 
all  the  surplus  slip  is  poured  out  leaving  nothing  but  the 
inner  crust  clinging  to  the  inside  surface  of  the  mold. 
In  a  few  clays  this  crust  of  clay  shrinks  and  draws  itself  away 
from  the  inner  surface  of  the  mold.  If  a  "one  piece  mold" 
the  clay  form  drops  out  when  the  mold  is  inverted,  if  a  "two 
piece  mold"  the  upper  half  of  the  mold  may  be  lifted  off  and 
the  clay  form  taken  out. 

Pottery,  when  taken  from  the  molds  is  still  in  the  rough. 

There  is  for  each  machine  a  finishing  head.  The  piece  of 
pottery  is  placed  in  this  head  and  while  the  disk  revolves 
a  sharp  piece  of  tin  is  held  so  that  all  the  rough  places  are 
removed.  A  fine  quality  of  sand  paper  may  be  used  in 
the  last  touches  before  going  to  the  kiln. 

The  simplest  way  to  decorate  a  vase  is  to  fire  it  plain, 
then  pour  on  a  glaze  and  fire  it  again.  For  beginners  pre- 
pared glazes  are  the  best. 

Prepared  paints,  glazes  and  clays  may  be  obtained  from 
Mr.  T.  J.  Webb  of  the  Art  Institute,  Chicago. 

241 


WHAT  MAY  BE  DONE  WITHOUT  THE  WHEEL, 

Beginners  are  apt  to  feel  that  the  "casting  process  of 
pottery  making"  calls  for  the  wheel 

The  wheel  is  not  absolutely  necessary. 

Almost  any  form  may  be  made  of  a  solid  mass  of  clay 
the  same  as  the  one  turned  on  the  machine.  This  is  espe- 
cially true  of  the  one  piece  molds. 

From  this  form  a  mold  may  be  cast  as  described  in  the 
above  process. 

In  place  of  the  disk  use  a  plaster  slab,  a  common  plate  or 
even  a  smooth  board.  The  linoleum  and  dope  are  used  in 
the  same  manner  as  above  described. 


FIGURE  XXVII. 


POTTERY,  "THROWING  PROCESS." 

This  method  of  pottery  making  is  perhaps  the  most  inter- 
esting phase  of  the  three  processes. 

It  is  not  as  difficult  as  might  be  supposed  by  those  who 
have  never  experimented  along  this  line. 

The  secret  of  success  lies,  "First,"  in  preparing  the  clay 
for  the  wheel,  and,  "Second,"  in  the  centering  of  the  clay 
to  be  used  in  making  the  desired  form. 

242 


1.  Preparation  of  Clay. 

The  clay  is  prepared  for  this  process  of  moulding  very 
much  as  it  is  for  the  "Primary  Clay  Moulding." 

When  the  clay  is  thoroughly  saturated  with  water  it  is 
taken  from  the  pail  or  other  receptacle  and  thoroughly 
kneaded  on  a  plaster  slab  as  shown  in  left  of  Fig.  XXVIL 
This  slab  is  made  by  pouring  a  mixture  of  plaster  of  paris 
and  water  of  the  consistency  of  thick  cream,  onto  a  cement 
floor  or  marble  slab. 

This  soon  hardens  and  is  an  almost  indispensable  adjunct. 

If  the  clay  is  too  wet  the  plaster  of  paris  slab  absorbs 
the  surplus  moisture.  If  not  wet  enough  water  may  be 
added  and  the  kneeding  continued  until  the  proper  consist- 
ency is  obtained. 

The  clay  is  often  prepared  for  use  in  this  process  as  in 
that  of  the  casting.  The  clay  is  reduced  to  a  slip — strained 
through  a  sieve  or  coarse  cloth  and  allowed  to  dry  suffi- 
ciently to  be  kneaded.  By  following  the  latter  process  all 
stones  or  other  hard  substances  are  easily  removed. 

2.  Centering  the  Clay. 

The  same  machine  is  used  in  this  process  as  in  that  of  the 
casting. 

By  centering  is  meant  the  getting  of  the  clay  in  the  center 
of  the  revolving  disk. 

Across  the  front  of  the  machine  is  a  bar  on  which  the 
arms  of  the  operator  are  steadied.  (See  center  of  Fig. 
XXVIL) 

The  hands  are  clasped  about  the  lump  of  clay  upon  the 
revolving  disk  (Fig.  XXVII)  and  braced  one  against  the 
other.  This  forces  the  clay  to  a  bell  shaped  mass  as  shown  to 
right  of  Fig.  XXVII. 

To  keep  the  hands  free  from  sticky  clay,  while  the  proc- 
ess of  centering  is  going  on,  a  pan  of  water,  in  which  the 
hands  are  often  rinsed,  is  placed  on  the  machine  a  little  to 
the  right.  By  this  means  the  clay  moves  more  freely  be- 
tween the  hands. 

When  the  clay  is  truly  centered  and  while  the  disk  still 
revolves  place  two  fingers  of  the  right  hand  on  the  top  of 
the  centered  lump  of  clay.  (See  left  of  Fig.  XVIII.)  This 
flattens  it  just  a  little.  Force  the  thumb  of  the  left  hand  on 
to  the  flattened  surface  while  the  fingers  are  still  there. 

243 


This  makes  an  impression  that  deepens  in  proportion  to  the 
pressure  of  the  thumb  and  fingers.  The  revolving  form  con- 
tinues to  move  between  the  thumb  and  fingers  of  the  left 
hand.  Both  hands  are  used  in  the  shaping  of  the  form, 
but  the  left  is  always  held  so  as  to  keep  the  upper  edge 
of  the  form  regular.  "  The  right  of  Fig.  XXVIII  shows  com- 
pleted form. 


FIGURE  XXVIII. 

Any  clay  may  be  used  that  will  bear  firing. 

Experiment  and  practice  along  this  line  gives  one  the  abil- 
ity in  a  very  short  time  to  turn  out  a  great  variety  of  forms. 

When  handles  are  desired  they  must  be  moulded  by  hand 
and  placed  in  the  desired  position  while  the  pottery  itself  is 
still  moist  or  "green,"  as  it  is  called  by  "potters." 

•'Slip"  is  used  when  placing  the  handles  very  much  as  glue 
is  used  in  the  case  of  wood. 

When  the  pieces  thus  far  completed  are  thoroughly  dry 
they  are  fired.  After  this  firing  a  glaze  is  poured  over  the 
entire  form  and  the  piece  is  again  fired. 

For  beginners  it  is  well  to  purchase  the  prepared  glazes. 

Much  of  the  very  best  pottery,  even  when  fired  for  the 
last  time,  still  is  not  water  proof.  To  prevent  percolation 
coat  the  inside  with  shellac. 

To  do  othis  pour  the  shellac  into  the  vase  and  when  every 
part  of  the  inner  surface  has  been  touched,  pour  out  the 
residue. 

244 


MAKING  OF  SIMPLE  APPARATUS. 


In  the  exercises  which  follow  an  effort  has  been  made  to 
give  the  teacher  of  the  public  school  an  idea  of  the  simple 
pieces  of  apparatus  which  may  be  made  by  the  pupils  to  illus- 
trate truth  in  connection  with  the  geography  and  nature 
work. 

No  attempt  has  been  made  to  give  a  systematic  course  in 
wood. 

MAGNET  STAND. 


FIGURE    I. 

Figure  I.  represents  a  standard  from  which  a  needle  may 
be  suspended  for  the  purpose  of  magnetizing  it.  This  illus- 
trates a  way  the  compass  may  be  made. 

The  needle  is  thrust  through  a  suspended  cork  and  then 
with  a  common  horseshoe  magnet  it  is  magnetized. 

This  relates  directly  to  the  geography. 

It  is  made  of  a  3"x3"xi"  block  with  an  upright  piece 
5"x/2"x? 

245 


INSECT  CAGE. 


FIGURE  II. 

Figure  II.  represents  an  insect  cage  which  may  be  made 
by  Fourth  or  Fifth  grade  pupils.  It  is  2'xi'x8"  wood  taken 
from  cracker  or  soap  boxes  so  often  given  away  by  grocers. 

It  is  made  with  a  sliding  top  and  glass  front. 

As  many  partitions  are  placed  in  the  box  as  different 
kinds  of  worms  or  larvae  may  be  found. 

Earth  is  placed  in  the  cage  to  a  depth  of  about  three 
inches.  As  the  various  worms  or  larvse  are  brought  in,  each 
is  placed  in  its  proper  place  and  the  name  written  on  a  small 
sticker  and  pasted  to  the  glass.  All  the  larvse  found  on  the 
grape  vine  are  placed  in  the  same  compartment,  those  from 
the  box  elder  in  another,  etc. 

These  are  kept  for  the  winter. 

When  the  change  takes  place  in  the  spring  pupils  learn 
to  know  the  moth  or  butterfly  which  comes  from  certain 
larvae.  This  is  a  very  interesting  experiment  to  pupils  in  the 
grades. 

246 


FIGURE  III. 


INSECT  CAGE. 

Figure  III.  represents  a  house, 
the  frame  being  made  of  wood 
and  the  top  and  sides  of  glass. 
This  may  be  made  by  Seventh 
or  Eighth  grade  pupils  and  is 
used  as  an  insect  cage  much  as 
in  Exercise  II. 


MOUNTING  BOARD 

Figure  IV.  shows  one  way 
for  making  an  insect  mounting 
board.  B'.  neath  the  groove  is 
a  strip  of  sheet  cork.  The  body 
of  the  insect  is  placed  in  the 
groove  and  wings  spread  and 
pinned  to  sides. 


247 


FIGURE  IV. 


INSECT  NET. 


FIGURE  V. 


Figure  Y.  is  an  insect  net. 
rattan.  The  handle  is  a  rod 
•)4  inch. 

ANT  HOUSE. 


The  hoop  is  made  of  a  No.  6 
3  feet  long  and  a  diameter  of 


FIGURE  VI. 


Figure  VI.  shows  a  piece  of  apparatus  in  which  ants  may 
be  kept  the  whole  year.  By  such  an  arrangement  the  stud\ 
of  ants  becomes  very  interesting. 

It  is  made  of  a  square  piece  of  wood  I'xi'xi".  Have  the 
tinsmith  make  a  mote  about  this  square  as  shown  in  draw- 
ing. Strips  of  glass  8"x^"  are  cut  and  placed  along  the 
four  sides.  Upon  these  strips  is  placed  an  8"  square  of 
The  corners  are  left  open  as  shown  in  drawing. 

248 


Water  is  placed  in  the  mote.  From  some  ant  hill  take  a  small 
shovelful  of  ants  and  earth  and  place  upon  the  square 
of  glass.  In  a  short  time  the  ants  will  have  carried  all  the 
earth  under  the  glass  which  is  raised  by  the  strips  at  least 
three  quarters  of  an  inch  from  the  level  of  the  board.  Make 
a  frame  work  of  wood  that  will  just  cover  the  glass  part  and 
rest  upon  the  square  of  wood.  Cover  this  frame  with  black 
paper. 

While  the  insects  are  not  being  observed  keep  the  cover 
of  black  paper  over  the  glass.  Ants  will  not  go  into  water 
so  will  therefore  remain  under  the  glass  and  continue  their 
work  as  in  the  open  ground.  For  food  use  sugar,  honey  and 
a  few  dead  insects,  etc. 


FIGURE   VII. 

Figure  VII.  shows  an  arrangement  by  which  germination 
may  be  studied  to  a*  certain  extent  without  pulling  up  the 
plants  from  day  to  day. 

The  apparatus  is  made  of  24"  lumber. 

It  is  io"x6"x3".  Grooves  are  cut  in  the  sides  and  bottom 
into  which  pieces  of  glass  are  slipped.  The  space  between 
the  glass  sides  is  not  more  than  one  inch.  Large  beans  are 
planted  in  sawdust.  The  roots  may  be  seen  going  down  and 
the  stem  upward  without  disturbing  the  plant.  When  not 
being  observed  slip  a  piece  of  black  paper  down  each  side. 

249 


WOOD  TESTER. 


FIGURE  VIII. 


When  studying  the  different  kinds  of  trees,  a  test  as  to  the 
strength  of  the  different  kinds  of  woods  makes  a  very  inter- 
esting lesson. 

Figure  VIII.   shows  a  way  by  which 
the  different  woods  may  be  tested. 


fiL 


7 


FIGURE   IX. 


FIGURE  X. 
250 


While  the  three  classes  of  levers  may  be  illustrated  by 
means  of  a  ruler  and  triangular  prism  for  a  fulcrum  it  is 
also  well  to  encourage  older  boys  to  construct  a  piece  of 
apparatus  by  which  they  may  illustrate.  In  the  above  fig- 
ures the  power  arm  may  be  moved  to  and  fro  by  removing 
the  peg. 


FIGURE  XI. 


In  the  study  of  sound  Fig.  XII.  will  be  of  great  assist- 
ance. 

The  turning  pegs  may  be  purchased  at  any  department 
or  music  store  for  a  small  sum. 


FIGURE   XII. 

In  the  upright  pieces  a  and  b,  a  small  groove  is  cut.  A 
hat  pin  is  placed  into  each  groove  so  that  the  silk  threads 
are  drawn  over  them. 

The  first  string  is  a  single  stran  of  silk,  the  second  is 
two  strans  of  silk  twisted,  the  third  three,  etc.,  up  to  eight. 
By  so  doing  one  gets  the  eight  tones. 


251 


SHADOW  STICK. 


FIGURE  XIII. 


Figure  XIII.  shows  what  may  be  done  in  the  primary 
grades  by  way  of  measuring  the  slant  of  the  sun's  rays  at 
different  seasons  of  the  year. 

The  little  piece  of  apparatus  is  made  of  two  pieces  of 
wood— one  I2"x3"x^",  the  other  4"x3"x^". 

A  small  brace  is  required  to  keep  the  upright  piece  firm. 

At  12  o'clock  noon  the  shadow  stick  is  placed  on  a  level 
surface,  the  upright  end  pointing  directly  south. 

If  the  sun's  rays  were  vertical  the  upright  piece  would 
cast  no  shadow.  But  since  the  rays  do  not  come  to  us 
vertically  a  shadow  is  cast. 

This  shadow  increases  in  length  according  to  the  slant 
of  the  sun's  rays.  Therefore  we  have  the  longest  shadow 
in  December. 

Figure  XIII.  represents  a  stick  that  has  been  marked 
from  June  to  December.  The  same  stick  will  be  used  from 
December  to  June.  This  will  give  the  shortening  of  the 
shadow. 


FIGURE  XIV. 
252 


In  Figure  XIV.  is  given  a  piece  of  apparatus  used  in 
giving  pupils  of  the  grammar  grades  an  idea  of  the  arc 
described  by  the  sun  at  different  seasons  of  the  year.  It 
also  makes  clear  the  seeYning  rising  of  the  sun  south  of 
east  and  setting  south  of  west. 

To  make  the  apparatus  take  a  piece  of  wood  8"x8"x^". 
From  center  inscribe  an  7"  circle.  Mark  circle  off  into 
360°.  At  center  of  circle  drive  a  2"  brad. 

This  piece  of  apparatus  is  taken  out  at  sunrise  and  placec' 
on  a  level  north  and  south  line.  The  brad  in  center  casts 
a  shadow  which  falls  as  many  degrees  north  of  center  as 
the  sun  seems  to  rise  south  of  east  and  set  south  of  west 


FIGURE  xv. 

Figure  XV.  is  the  companion  piece  to  XIV.  and  is  also 
made  of  a  piece  of  wood  8"x8"x^".  A  circle  the  same 
size  as  that  in  Figure  XIV.  is  drawn  from  center. 

A  quarter  circle  is  made  the  same  size  as  a  quarter  of  the 
circle  just  drawn.  This  quarter  circle  of  wood  is  glued  and 
nailed  in  the  position  shown  in  drawing.  This  repre- 
sents 90°. 

At  noon  the  skiameter  Figure  XVI.  is  used  in  getting 
the  slant  of  the  sun's  rays,  from  a  vertical,  in  degrees. 

From  Exercise  XIV.  we  found  the  number  of  degrees 
the  sun  seemed  to  rise  south  of  east  and  set  south  of  west. 
By  using  skiameter  the  slant  at  noon  was  determined. 

By  boring  a  hole  through  the  upright  part  and  in  circum- 
ference of  circle  a  wire  may  be  inserted  which  will  give 
the  pupils  an  idea  of  the  arc  described  by  the  sun  at  dif- 
ferent seasons  of  the  year. 

253 


SKIAMETER. 


o- 


FIGURE  XVI. 


Skiameter  is  taken  from  the  Greek  (skia,  shadow,  and 
metron,  measure.)  The  instrument  has  been  devised  as  an 
easy  means  of  measuring  the  distribution  of  a  given  beam 
of  sunshine  at  any  slant.  This  is  accomplished  by  measur- 
ing the  area  of  the  shadow  cast  by  the  cross  section  of  the 
stick  a,  when  the  latter  has  the  same  slant  as  the  sun's  rays. 
The  apparatus  is  not  difficult  to  construct  and  the  mode  of 
using  it  will  be  understood  from  the  explanation  which  fol- 
lows: 

A,  a  rectangular  box  made  of  J4"  wood,  10"  long  and  3" 
square  at  ends.  Ends  not  to  be  closed :  b,  brass  protractor  ; 
c,  plumb  line ;  d  e,  portion  of  yard  or  meter  stick ;  x,  bot- 
tom board  i8"x4"x^" ;  y,  side  board  i8"x3"x^";  p,  cop- 
per or  tin  strip  for  adjusting  (a)  ;  t,  block  of  wood ;  o,  com- 
pass ;  1,  level ;  v,  hinge. 

To  -take  an  observation  of  sunshine  distribution  at  noon : 
Place  the  skiameter  at  noon  on  north  and  south  line  on  a 
level  surface,  the  upright  part  a,  pointing  south ;  adjust  a 
until  the  light  passes  down  the  opening  w,  continue  lower- 
ing a  until  shadow  of  edge  f  and  f  coincide  on  x  in  line  h 
m.,  a  then  has  the  same  slant  as  the  sun's  rays ;  h  m  n  g 
equals  the  area  covered  by  a  beam  of  sunlight  having  the 

254 


same  slant  and  sectional  area  as  a ;  measure  the  edge  g  m 
by  reading  distance  q  r  on  d  e ;  find  degree  of  slant  of  a  by 
means  of  the  plumb  line  c. 

By  using  the  skiameter  we  may  get  the  slant  of  the  sun's 
rays  at  different  seasons  of  the  year. 

The  operator  must  understand  that  if  the  sun's  rays  came 
to  us  vertically  a  would  cast  no  shadow.  Since  the  rays 
come  to  us  slantingly  we  get  that  slant  by  following  the 
above  directions. 

CONDUCTION  STANDARD. 


FIGURE  XVII. 


Before  beginning  the  work  on  animal  coverings  it  is  a 
good  plan  to  give  a  simple  lesson  on  "conduction"  so  chil- 
dren may  understand  the  word  "conductor." 

To  do  this  a  standard  like  the  one  shown  'in  the  above 
drawing  is  used. 

It  is  made  of  two  pieces  of  wood  I2"x4"x^".  Corners 
are  rounded  as  shown  in  cut.  One  piece  is  cut  to  form  up- 
right parts.  A  metal  capped  tooth  powder  bottle  makes 
a  very  inexpensive  alcohol  lamp.  A  circle  of  brads  is 
placed  to  one  end  into  which  the  lamp  fits.  This  is  done 
to  prevent  the  lamp  from  falling  off.  In  one  upright  part 
there  are  three  slits  and  in  the  one  next  the  lamp  there 
is  but  one. 

Three  wires,  iron,  copper,  and  brass  are  twisted  together 
at  one  end  and  placed  through  the  slit  next  the  lamp. 

In  the  opposite  end  each  wire  passes  through  a  slit.  Bul- 
lets or  small  pebbles  of  equal  weight  are  attached  to  these 
wires,  (at  equal  distance  from  the  light),  by  means  of  shoe- 

255 


maker's  wax.  Heat  is  applied  to  the  twisted  end.  The  up- 
right part  prevents  the  bullets  or  pebbles  from  getting-  any 
heat  by  radiation.  It  therefore  must  be  conduction. 

The  wire  from  which  the  bullet  first  drops  is  the  best  con- 
ductor. 

This  should  be  tried  several  times  before  coming  to  a 
definite  conclusion. 

The  pupils  are  now  ready  to  understand  what  is  meant  by 
good  conductors  and  poor  conductors. 

They  are  now  ready  for  the  question  of  why  we  wear 
wool  in  the  winter  and  cotton  in  the  summer. 

Why  so  many  animals  in  the  frigid  zones  are  covered 
with  fur,  those  in  the  temperate  zones  with  hair  and  many  of 
those  in  the  torrid  zone  with  only  thick  skin. 

EXPANSION  STANDARD. 


FIGURE  XVIII. 

In  connection  with  the  study  of  heat  the  above  exercise 
makes  a  good  problem  in  wood.  The  base  is  made  of  wood 
io"xi^4"x3".  The  upright  parts  are  4"  high.  A  dial  is 
drawn  on  the  upright  piece  to  the  left.  Just  above  the  dial 
and  near  the  top  a  piece  of  wood  is  thrust  through  a  y$" 
hole.  A  slit  is  cut  into  this  circular  piece  of  wood  to  re- 
ceive a  piece  of  tempered  clock  or  watch  spring  which  may 
be  had  of  any  watch-maker  for  only  the  asking. 

A  piece  of  l/&"  iron  or  brass  wire  is  thrust  into  a  hole  in 
the  upright  piece  to  the  right  and  presses  against  a  screw 
put  in  from  the  back. 

The  other  end  is  forced  against  the  tempered  clock  spring 
as  shown  in  drawing. 

Heat  is  applied  by  placing  the  lamp  in  the  center.  As 
the  v/ire  expands  the  spring  moves  along  the  dial. 

256 


TEST  TUBE  HOLDER. 


FIGURE   XIX. 


While   performing   experiments   the   test   tube   holder   is 
quite  -  indispensable. 

The  above  shows  a  very  simple  way  of  making  one. 

TRIPOD. 


FIGURE   XX. 
257 


The  little  tripod  given  in  the  above  exercise  is  made  of 
strips  of  tin  l/>  inch  in  width  and  riveted  together  with  cop- 
per tacks. 

The  above  drawing  illustrates  the  apparatus  necessary 
in  getting  the  boiling  point. 


FIGURE  XXL 

The  apparatus  given  in  this  exercise  is  used  to   show 
that  a  light  color  throws  off  more  heat  than  a  dark  one.   , 

The  standard  is  made  of  wood. 

The  glass  tubing  may  easily  be  bent  by  applying  the  heat 
of  an  alcohol  lamp. 

258 


,The  tin  box  shown  above  was  made  by  a  tinner.  The 
left  side  is  painted  white  and  the  right  side  black. 

The  glass  tube  is  filled  with  a  colored  fluid.  Each  end  is 
thrust  through  a  rubber  cork  placed  in  the  mouth  of  a  I  oz. 
flask.  Boiling  hot  water  is  poured  into  the  tin  receptacle. 

The  side  painted  white  throws  off  heat  enough  to  cause 
the  air  in  the  flask  to  expand  enough  to  cause  the  colored 
fluid  to  bubble  over  on  the  opposite  side. 

This  leads  to  why  light  clothing  is  worn  in  the  summer 
and  dark  in  the  winter. 

LIFTING  PUMP. 


FIGURE   XXII 


In  connection  with  atmospheric  pressure  the  lifting  and 
force  pumps  are  interesting  pieces  of  apparatus  to  make. 

A  No.  9,  rubber  stopper  fits  into  the  bottom  of  a  small 
sized  argand  lamp  chimney,  as  shown  in  drawing. 

The  rubber  stopper  has  two  holes  as  the  same  stopper 
may  be  used  to  illustrate  the  force  pump.  One  hole  a,  is 
plugged  with  a  small  piece  of  glass  rod,  and  into  the  other 

259 


b,  is  thrust  a  short  piece  of  glass  tubing,  with  a  piece  of 
rubber  tubing  c,  to  lead  down  into  the  cistern  (a  Mason 
fruit  can).  A  No.  5  rubber  stopper  d  is  used  for  the 
piston  and  is  wound  with  soft  cotton  cord  to  make  it  fit 
nicely. 

Small  pieces  of  rubber  cloth  e  and  e,  or  even  pieces  of  an 
old  rubber  shoe,  are  used  as  valves. 

Use  small  brads  to  tack  valve  at  one  end.  A  glass  rod  f, 
is  used  to  move  the  piston.  Waxed  thread  is  wound  tightly 
around  the  rod,  just  above  and  below  the  piston  to  prevent 
its  slipping.  A  No.  6,  rubber  stopper  g,  is  put  in  the  top 
of  the  chimney,  and  a  bent  glass  tube  passes  through  one  of 
the  holes  to  serve  as  a  spout,  while  the  rod  which  moves 
the  piston  passes  through  the  other. 

The  cork  in  bottom  of  chimney  rests  on  a  small  board  j, 
the  tubing  passes  through  a  hole  in  this  cork  into  the  water. 
The  apparatus  may  be  made  of  a  piece  of  bamboo  fishing 
rod. 

FORCE  PUMP. 


FIGURE   XXIII. 
260 


To  make  a  force  pump  a,  the  plug  is  removed  from  the 
lower  stopper  of  the  lifting  pump  and  thrust  into  the  open- 
ing b,  of  the  piston  1,  under  the  valve.  An  air  chamber  c, 
is  made  from  a  one-ounce  wide  mouthed  bottle  as  shown  in 
drawing.  Through  one  hole  of  its  stopper  a  bent  glass  tube 
passes,  having  the  outer  end  nearly  closed,  for  throwing 
jets  of  water. 

A  valve  1,  covers  the  other  hole  of  the  stopper  upon  the 
inside  of  the  bottle,  and  from  this  hole  a  bent  glass  tube 
passes  and  connects  this  air  chamber  with  the  lamp  chim- 
ney. 

A  lesson  in  the  bending  of  glass  tubing  is  usually  a  very 
profitable  one,  for  so  often  tubing  of  various  shapes  is 
wanted. 

A  simple  alcohol  lamp  is  all  that  is  needed.  When  the 
glass  becomes  thoroughly  heated  it  may  be  pulled  or  bent 
into  almost  any  shape  desired. 

BAROMETER. 


FIGURE   XXIV. 
261 


To  make  a  barometer  take  a  board  3"x4"x^".  With 
draw-knife  cut  the  edges  or  simply  give  the  edges  a  bevel 
about  i"  from  bottom,  make  a  shelf  a.  On  this  shelf  place 
a  half  ounce  wide  mouthed  bottle.  Fill  the  mercury  tube 
with  mercury.  Heat  tube  over  flame  of  alcohol  lamp.  This 
forces  the  air  out  and  makes  it  easier  to  drop  in  the 
mercury. 

A  dripper  may  be  made  of  a  piece  glass  tubing  heated 
in  center  and  pull  on  both  ends  until  the  desired  thickness 
at  center  is  reached.  Thrust  this  into  a  bottle  containing 
mercury.  It  soon  fills.  Place  the  finger  over  top.  Each 
time  the  finger  is  raised  a  drop  of  mercury  is  released  from 
opposite  end. 

The  barometer  tube  once  filled  it  is  inverted,  the  open 
end  being  thrust  into  the  bottle  on  the  shelf  a.  The  bot- 
tle being  about  half  full  of  mercury  a  piece  of  silk  is  tied 
over  mouth  of  bottle. 

A  scale  may  be  made  from  any  standard  barometer  and 
placed  on  the  one  just  made  so  the  reading  is  correct. 

PRESS. 


FIGURE  XXV. 


A  press  in  the  ordinary  school  room    is  an    almost    in- 
dispensable piece  of  apparatus. 

It  may  be  made  any  size,  2'xi'xi"  is  a  good  size. 
The  screws  may  be  purchased  at  any  department  store. 


262 


GAME. 


l\ 


FIGURE  XXVI. 


Games  are  very  much  encouraged  in  the  school  room. 
Much  valuable  number  work  may  grow  out  of  the  games. 

The  ring  toss  board  is  easily  made.  The  rings  are  made 
of  wire  and  wrapped  writh  strips  of  black  cloth. 

A  value  may  be  placed  on  each  peg  and  score  cards  made 
by  the  pupils.  As  each  one  throw's  the  record  made  should 
be  recorded  on  each  score  card  in  its  proper  place.  When 
the  game  is  completed  the  pupils  may  find  the  number  of 
points  made  by  each  row  of  pupils,  find  how  many  more 
points  one  row  has  than  the  other.  The  average  may  be 
found,  etc.  The  bean  board  mav  be  used  in  much  the  same 


manner. 


263 


THE  HYGROMETER. 

DIRECTIONS    FOR    THE    USE    OF    THE    HYGROMETER. 

The  following  directions  respecting  the  Hygrometer  and 
its  use  have  been  taken  mainly  from  INSTRUCTIONS  FOR 
VOLUNTARY  OBSERVERS,  prepared  under  the  directions  of 
the  Chief  of  the  Weather  Bureau,  Washington,  D.  C.  The 
construction  of  the  hygrometer  is  simple,  and  through  its 
use  the  pupils  may  collect  data  from  which  most  interesting 
results  regarding  atmospheric  moisture  may  be  calculated. 

To  make  a  hygrometer,  proceed  thus :  Select  two  mercu- 
rial thermometers  which  under  similar  conditions  read  the 
same.  Fasten  these,  side  by  side,  on  a  small  board  to  the 
bottom  of  which  (about  two  and  one-half  inches  below  the 
bulbs)  is  attached  a  shelf  sufficiently  large  to  support  a 
wide-mouthed  two-ounce  bottle.  Wrap  one  of  the  bulbs 


FIGURE  XXVII. 

with  clean,  thin  muslin  and  allow  a  bundle  of  twelve  or 
fifteen  threads  to  reach  from  the  muslin  envelope  down  to 
the  bottom  of  the  bottle.  Fill  the  bottle  with  clean  water 
and  allow  the  threads  to  enter  through  a  hole  in  the  cork. 

264 


The  water  evaporating  from  the  muslin  cools  the  blub.  The 
dryer  the  air,  at  a  given  temperature,  the  greater  the  amount 
of  evaporation  and  the  more  the  bulb  is  cooled,  consequently 
the  lower  the  reading  of  the  wet-bulb  thermometer. 

Before  taking  a  reading,  cause 'a  brisk  current  of  air  to 
pass  over  both  bulbs  of  the  hygrometer,  either  by  fanning 
or  whirling.  When  whirled  before  making  the  readings, 
instruments  of  the  most  diverse  patterns  are  strictly  com- 
parable. 

Directions  for  finding  the  dew  point:  t=6o°,  and  t'=5°° 
t — t'=io°.  Turning  to  table  I  follow  the  left  hand  column 
(dry  thermometer)  until  you  come  to  60°.  Follow  column 
at  the  top  of  the  page  (difference  between  dry  and  wet 
thermometer)  towards  the  right  until  you  come  to  10°  ;  the 
number  in  the  column  below  this  opposite  60°  is  40°  or 
the  dew  point  for  the  re'ading. 

TABLE  II.— RELATIVE  HUMIDITY. 

In  Table  II.  are  given  the  relative  humidity  corresponding 
to  the  reading  of  dry  and  wet-bulb  thermometers.  The 
relative  humidity  of  the  air  at  any  time  is  the  percentage  of 
moisture  contained  in  the  air  as  compared  with  the  whole 
amount  it  is  capable  of  holding  for  the  particular  tempera- 
ture at  the  time.  Air  containing  no  moisture  is  at  zero 
relative  humidity;  when  saturated, relative  humidity  is  IOO. 

Table  III.  gives  the  weight  of  vapor  contained  in  the  air 
per  cubic  foot  of  air  when  saturated  at  different  tempera- 
tures. 

At  a  temperature  of  40°,  for  instance,  when  saturated,  the 
weight  of  vapor  contained  is  2.849  grains  of  water. .  The 
weight  of  vapor  contained  in  the  air  at  different  vapor 
pressures  is  nearly  proportional  to  the  pressures.  A  close 
observation  of  the  following  rules  and  suggestions  will  aid 
greatly  in  getting  reasonably  accurate  results. 

Never  take  a  reading  immediately  after  wetting  the  bulb. 
If  the  temperature  of  the  wet  bulb  does  not  change,  the 
reading  may  be  considered  as  the  correct  value.  If  there 
has  been  a  change  to  a  lower  reading  continue  the  alternate 
whirling  or  fanning  and  reading  until  the  wet  bulb  reaches 
its  lowest  reading  or  one  slightly  higher  than  the  one  pre- 
vious. The  lowest  reading  is  to  be  recorded.  Great  care 

265 


should  be  taken  never  to  allow  the  muslin  to  become  dry  or 
even  partly  so. 

The  temperature  should  be  taken  at  least  6  feet  above 
sod  or  at  any  height  greater  than  that.  If  there  is  a  wind 
blowing  the  observer  should  stand  to  leeward ;  if  there  is 
no  wind,  in  cool  weather,  it  may  be  necessary  to  walk  about 
while  whirling  in  order  to  overcome  any  possible  vitiation 
of  the  reading  from  the  heat  of  the  body.  When  the  sun 
is  shining,  in  the  daytime,  the  temperature  should  be  taken 
in  the  shade  of  a  small  object,  high  tree,  or  even  umbrella, 
but  not  in  the  shade  of  a  wall  or  large  house.  The  use 
of  this  instrument  when  the  wet  bulb  is  covered  with  ice  is 
specially  satisfactory. 

WATER  VAPOR  IN  AIR. 

The  air  contains  vapor  of  water  transparent  and  colorless 
like  its  other  gaseous  components.  It  only  becomes  visible 
on  condensing  to  fog  or  cloud,  wyhich  is  onlv  water  in  a 
fine  state  of  division,  the  particles  varying  in  diameter  from 
0.0006  to  0.0050  of  an  inch.  The  amount  is  very  variable 
at  different  times,  even  in  the  vicinity  of  the  ocean,  de- 
pending mainly  on  the  temperature  of  the  air  On  very 
cold  days  it  forms  no  more  than  the  one-thousandth  part  of 
the  air.  On  very  warm  days  it  may  be  as  great  as  one- 
fiftieth  part. 

The  amount  of  moisture  that  can  exist  as  vapor  in  the 
air  depends  on  the  temperature.  There  is  a  certain  pressure 
of  vapor  corresponding  to  every  temperature  which  cannot 
be  exceeded;  beyond  this  there  is  condensation.  This  tem- 
perature is  called  the  temperature  of  saturation  for  the 
pressure.  When  the  temperature  of  the  air  diminishes  until 
the  saturation  temperature  for  the  vapor  contained  is 
reached,  any  further  fall  causes  a  condensation  of  moisture. 
The  temperature  st  which  this  occurs  at  any  time  is  called 
the  dew-point  temperature  of  the  air  at  that  time.  The  less 
the  quantity  of  moisture  the  air  contains  the  lower  will  be 
the  temperature  of  its  dew  point. 

The  amount  of  moisture  in  the  air  is  ascertained  indirectly 
by  observing  the  temperature  at  which  dew  is  deposited,  or 
by  determining  the  vapor  pressure  by  means  of  the  differ- 
ence in  indication  of  a  dry  and  wet-bulb  thermometer. 

266 


TABLE  I. — Temperature  of  the  dew  point,  in  degrees  Fahrenheit. 


E?| 
p5 

Difference  between  the  dry  and  wet  thermometers  (t—f). 

1°.0 

2°.0 

3°.0 

4°.0 

5°.0 

6°  0 

7°  0 

8°.0 

9°.0 

10°  0 

11°0 

1C00 

30 

27 

25 

22 

18 

14 

9 

+  2 

—  6 

-22 

31 

29 

26 

23 

19 

15 

11 

5 

-  3 

—15 

8-2 

30 

27 

24 

21 

17 

13 

7 

0 

10 

—33 

33 

31 

28 

25 

22 

18 

14 

9 

+  3 

-  6 

o*> 

31 

32 

29 

26 

24 

20 

16 

11 

6 

-  2 

is 

35 

32 

30 

28 

25 

22 

18 

13 

8 

+  1 

9 

-32 

36 

31 

31 

29 

26 

23 

19 

15 

10 

4 

-  5 

—20 

37 

35 

32 

30 

^7 

24 

21 

17 

12 

6 

—  2 

-14 

52 

38 

36 

33 

31 

28 

26 

22 

19 

14 

9 

+  2 

-  8 

-29 

39 

37 

34 

32 

29 

27 

24 

20 

16 

11 

5 

-  4 

—  18 

40 

38 

35 

33 

30 

28 

25 

22 

18 

13 

8 

0 

-12 

41 

39 

36 

34 

32 

29 

26 

23 

20 

15 

10 

+  4 

-  6 

42 

40 

38 

35 

33 

30 

27 

24 

21 

18 

12 

7 

2 

43 

41 

39 

36 

34 

31 

29 

26 

23 

19 

14 

9 

+  2 

44 

42 

40 

37 

35 

32 

30 

27 

24 

20 

16 

12 

6 

45 

43 

41 

39 

36 

33 

31 

28 

25 

22 

18 

13 

8 

46 

44 

42 

40 

37 

35 

32 

30 

27 

24 

2Q 

16 

11 

47 

45 

41 

41 

3J 

36 

33 

31 

28 

25 

22 

18 

13 

48 

46 

44 

42 

40 

37 

35 

32 

29 

26 

23 

20 

15 

49 

47 

45 

43 

41 

38 

36 

33 

31 

28 

25 

21 

17 

50 

48 

46 

44 

42 

40 

37 

34 

3-2 

29 

26 

23 

19 

51 

49 

47 

45 

43 

41 

38 

36 

33 

31 

28 

24 

21 

52 

50 

48 

46 

44 

42 

40 

37 

34 

32 

29 

26 

13 

53 

51 

49 

47 

45 

43 

41 

38 

36 

33 

3D 

28 

24 

54 

52 

5C 

49 

46 

44 

42 

40 

37 

34 

32 

29 

£6 

55 

53 

52 

50 

48 

46 

43 

41 

39 

3fi 

33 

30 

28 

56 

54 

53 

51 

49 

47 

44 

42 

40 

37 

34 

32 

?9 

57 

55 

54 

52 

50 

48 

46 

44 

41 

39 

36 

33 

30 

58 

56 

55 

53 

51 

49 

47 

45 

42 

40 

37 

35 

32 

59 

57 

56 

54 

52 

50 

48 

46 

44 

41 

39 

36 

33 

60 

58 

57 

55 

53 

51 

49 

47 

45 

43 

40 

38 

35 

61 

59 

58 

56 

54 

52 

50 

•18 

46 

44 

42 

39 

36 

6-2 

60 

59 

57 

55 

53 

5-2 

50 

48 

45 

43 

41 

38 

63 

61 

60 

58 

56 

55 

53 

51 

49 

47 

44 

42 

39 

64 

62 

61 

59 

57 

56 

54 

52 

50 

48 

46 

43 

41 

65 

63 

62 

60 

59 

57 

55 

53 

51 

49 

47 

45 

42 

66 

64 

63 

61 

60 

56 

56 

54 

52 

50 

48 

46 

44 

67 

66 

64 

6-2 

61 

59 

57 

55 

54 

52 

50 

47 

45 

68 

67 

65 

63 

6-2 

60 

58 

57 

55 

53 

51 

49 

46 

69 

68 

66 

64 

63 

61 

59 

58 

56 

54 

52 

50 

48 

70 

69 

67 

66 

64 

62 

61 

59 

57 

65 

53 

51 

49 

71 

70 

68 

67 

65 

63 

62 

60 

58 

56 

55 

53 

51 

72 

71 

69 

68 

66 

64 

63 

61 

59 

58 

56 

54 

52 

73 

7-2 

70 

69 

67 

66 

64 

62 

61 

59 

57 

55 

53 

74 

73 

71 

70 

68 

67 

65 

63 

62 

60 

58 

56 

54 

75 

74 

72 

71 

69 

68 

66 

64 

63 

61 

59 

57 

56 

76 

75 

73 

72 

70 

69 

67 

65 

64 

6:2 

61 

59 

57 

77 

76 

74 

73 

71 

70 

68 

67 

65 

63 

62 

60 

58 

78 

77 

75 

74 

72 

71 

69 

68 

66 

65 

63 

61 

59 

79 

78 

76 

75 

73 

72 

70 

69 

67 

66 

64 

62 

61 

80 

79 

77 

76 

74 

73 

72 

70 

68 

67 

65 

63 

62 

81 

80 

78 

77 

75 

74 

73 

71 

70 

68 

66 

65 

63 

82 

81 

79 

78 

77 

75 

74 

72 

71 

69 

68 

66 

64 

83 

82 

80 

79 

78 

76 

75 

73 

72 

70 

69 

67 

65 

84 

83 

81 

80 

79 

77 

76 

74 

73 

71 

70 

68 

67 

75 

84 

82 

81 

80 

78 

77 

75 

74 

7-2 

71 

69 

68 

86 

85 

83 

82 

81 

79 

78 

76 

75 

73 

72 

71 

69 

87 

86 

84 

83 

82 

80 

79 

78 

76 

74 

73 

72 

70 

88 

87 

85 

84 

83 

81 

80 

79 

77 

75 

74 

',3 

71 

89 

88 

86 

85 

84 

82 

81 

80 

78 

76 

76 

74 

72 

90 

89 

87 

86 

85 

84 

82 

81 

79 

78 

77 

75 

74 

91 

90 

88 

87 

86 

85 

83 

82 

80 

79 

78 

76 

75 

92 

91 

89 

88 

87 

86 

84 

83 

82 

80 

79 

77 

76 

93 

92 

91 

89 

88 

87 

85 

84 

83 

81 

80 

78 

77 

94 

93 

92 

90    »> 

88 

86 

85 

84 

82 

81 

80 

78 

TABLE  II.— Relative  humidity,  per  cent 


t? 

a* 

Difference  between  the  dry  and  wet  thermometers  (t  —  /') 

1°.0 

2°  0 

3°.0 

4°.0 

5°.0 

6°.0 

7°.0 

8°.C 

9°.0 

10°.  0 

11°.0 

12°.0 

25 

87 

74 

62 

50 

38 

26 

14 

3 

•26 

88 

75 

6i 

51 

40 

28 

17 

6 

27 

88 

76 

64 

53 

42 

30 

19 

9 

28 

88 

77 

65 

54 

43 

33 

22 

11 

1 

29 

89 

77 

66 

56 

45 

35 

24 

14 

4 

30 

89 

78 

67 

57 

47 

36 

26 

17 

7 

31 

89 

79 

68 

58 

48 

38 

29 

19 

10 

32 

90 

79 

69 

59 

50 

40 

31 

21 

12 

3 

33 

90 

80 

70 

60 

51 

42 

33 

24 

15 

6 

34 

91 

81 

72 

62 

53 

44 

35 

26 

17 

9 

35 

91 

82 

73 

65 

54 

45 

37 

28 

19 

12 

3 

36 

91 

82 

73 

6ti 

56 

47 

38 

30 

22 

14 

6 

37 

91 

82 

84 

66 

57 

48 

40 

32 

24 

16 

8 

1 

38 

92 

83 

75 

67 

58 

50 

42 

34 

26 

18 

11 

3 

39 

92 

83 

75 

68 

59 

52 

44 

36 

28 

20 

13 

6 

40 

9Z 

84 

76 

68 

60 

53 

45 

38 

30 

22 

16 

8 

41 

92 

84 

76 

69 

61 

54 

46 

39 

32 

24 

18 

10 

42 

92 

84 

77 

69 

62 

55 

48 

40 

31 

27 

20 

13 

43 

92 

85 

77 

70 

63 

56 

49 

42 

35 

29 

22 

16 

44 

92 

85 

78 

70 

63 

57 

50 

43 

37 

30 

24 

17 

45 

92 

85 

78 

71 

64 

58 

51 

44 

38 

32 

25 

19 

46 

93 

85 

79 

72 

65 

58 

52 

46 

39 

33 

27 

21 

47 

93 

86 

79 

72 

66 

59 

53 

47 

40 

34 

28 

22 

48 

98 

96 

79 

73 

66 

60 

53 

48 

42 

36 

30 

24 

49 

93 

86 

80 

73 

67 

60 

54 

49 

43 

37 

31 

26 

50 

93 

87 

80 

74 

67 

61 

55 

50 

44 

38 

33 

27 

51 

93 

87 

81 

74 

68 

62 

56 

50 

45 

39 

34 

28 

52 

94 

87 

81 

75 

69 

63 

57 

51 

46 

40 

35 

30 

53 

94 

87 

81 

75 

69 

63 

58 

52 

42 

36 

31 

54 

94 

88 

82 

76 

70 

64 

59 

53 

48 

42 

38 

32 

55 

94 

88 

82 

76 

70 

65 

59 

54 

49 

43 

30 

34 

56 

94 

88 

82 

77 

71 

65 

60 

55 

50 

44 

40 

35 

57 

94 

88 

83 

77 

71 

66 

61 

65 

50 

45 

40 

3fl 

58 

94 

89 

83 

78 

72 

67 

61 

56 

61 

46 

42 

37 

59 

94 

89 

88 

78 

72 

67 

62 

57 

52 

47 

43 

38 

60 

94 

89 

H 

78 

73 

68 

63 

58 

53 

48 

44 

39 

61 

94 

89 

84 

78 

73 

68 

63 

68 

51 

49 

44 

40 

62 

95 

89 

84 

79 

74 

69 

64 

59 

61 

50 

45 

41 

63 

95 

89 

84 

79 

74 

69 

64 

60 

55 

51 

46 

42 

64 

95 

90 

85 

79 

74 

70 

65 

60 

56 

51 

47 

43 

65 

95 

90 

86 

80 

75 

70 

65 

61 

56 

52 

48 

44 

66 

95 

90 

85 

80 

75 

71 

66 

61 

57 

53 

49 

45 

67 

95 

90 

85 

80 

76 

71 

66 

62 

28 

63 

49 

45 

68 

95 

90 

85 

81 

76 

71 

67 

63 

58 

64 

60 

46 

60 

95 

90 

86 

81 

76 

72 

67 

63 

59 

55 

51 

47 

70 

95 

90 

86 

81 

77 

72 

68 

64 

60 

55 

62 

48 

71 

95 

91 

86 

81 

77 

72 

68 

64 

60 

56 

52 

48 

72 

95 

91 

86 

82 

77 

73 

69 

65 

61 

67 

53 

49 

73 

95 

91 

86 

82 

78 

78 

69 

65 

61 

67 

53 

50 

74 

95 

91 

86 

82 

78 

74 

70 

66 

62 

58 

54 

50 

75 

96 

91 

87 

82 

78 

74 

70 

66 

62 

68 

55 

51 

76 

95 

91 

87 

82 

78 

74 

70 

66 

63 

59 

55 

52 

77 

95 

91 

87 

83 

78 

74 

71 

67 

63 

59 

56 

52 

78 

96 

91 

87 

83 

79 

75 

71 

67 

63 

60 

56 

53 

79 

96 

91 

87 

83 

79 

75 

71 

68 

64 

60 

57 

53 

80 

96 

92 

87 

83 

79 

75 

72 

68 

64 

61 

57 

54 

81 

96 

92 

88 

84 

Ml 

76 

72 

68 

65 

61 

28 

54 

83 

96 

91 

88 

84 

80 

76 

72 

69 

65 

62 

58 

55 

83 

96 

92 

88 

84 

80 

76 

73 

69 

M 

62 

59 

55 

81 

96 

92 

88 

84 

80 

77 

73 

69 

66 

63 

59 

56 

85 

96 

92 

88 

84 

80 

77 

73 

70 

66 

63 

60 

56 

86 

96 

92 

88 

84 

81 

77 

73 

70 

67 

63 

60 

57 

87 

96 

92 

88 

84 

81 

77 

74 

70 

67 

64 

60 

57 

88 

96 

92 

88 

85 

81 

77 

74 

71 

67 

64 

61 

58 

t-9 

96 

9> 

88 

85 

81 

78 

74 

71 

68 

64 

61 

58 

TABLE  III.— Grains  of  water-vapor  contained  in  a  cubic  foot  of  air. 


i 

0 

1 

2 

3 

4 

5 

6 

7 

8 

9 

-20 
—  10 

.219 
.356 

.340 

.324 

.309 

.294 

.281 

.267 

.254 

.242 

.231 

—  0 

.564 

.540 

.516 

.493 

.471 

.450 

.430 

.111 

.391 

.374 

+  o 

.564 

.590 

.617 

.645 

.674 

705 

.735 

.767 

.801 

.837 

10 

.873 

.910 

.950 

.991 

1.033 

1.075 

1.122 

1.169 

1.217 

1.268 

20 

1.321 

1.374 

1.430 

1.488 

1.550 

1.611 

1  675 

1.743 

1.812 

1.884 

30 

1.958 

2.034 

2.113 

2.194 

2.279 

2.366 

2.457 

2  550 

2.646 

2.746 

40 

2.849 

2.955 

3.064 

3.177 

3.294 

3.414 

3.539 

3.667 

3.800 

3.936 

5J 

4.076 

4.222 

4.372 

4.526 

4  685 

4.849 

5.018 

5.191 

5.371 

5.555 

60 

5.744 

5.941 

6  142 

6.350 

6.563 

6  782 

7.009 

7.241 

7.480 

7  726 

70 

7.980 

8  240 

8.508 

8.782 

9.065 

9.356 

9.655 

9.961 

10.277 

10.601 

80 

10.933 

11.275 

11.626 

11.987 

12.356 

12.736 

13.127 

13.576 

13.937 

14.358 

90 

14.791 

15.234 

15.688 

16.155 

16.634 

17.124 

17.626 

18.142 

18.671 

19.212 

100 

19.766 

20.335 

20.917 

21.514 

22.125 

22.751 

The  little  pamphlet  "Voluntary  Observers,"  may  be  had  by  writing  to  the  U  S. 
Department  of  Agriculture,  Weather  Bureau.  Large  charts  may  be  made  and  hung 
where  all  pupils  may  use  it. 


OUTLINE  OF  CONSTRUCTIVE  WORK  FOR 
THE  FIRST  SIX  GRADES 

The  following  outline  of  constructive  work  is  offered 
as  suggestive  of  illustrative  material  which  may  be 
planned  and  constructed  by  the  child  in  connection  with 
other  subjects,  under  the  direction  of  the  teacher.  In 
making  these  he  will  acquire  the  power  to  independently 
work  out  the  problems  which  he  meets  in  his  every-day 
life. 


FIRST  GRADE. 


Paper. 


Exercises  I,  II.  Ill,  IV,  V,  VI, 
VII,  VIII,  IX,  X,  XI,  XII,  XIII, 
XIV,  XV,  XVI,  CXX,  CXXI, 
CXXII,  CXXI  I  I,  CXXIV. 
I'XXV,  CXX  VI,  CXXV11. 
CXXVIII,  CXXIX,  CX  XX, 
CXXXI,  CXXXII,  CXXXIII, 

rxxxiv,    cxxxv,    cxxxvi, 

CXXXVII.      CXXXV  III, 
CXXXIX,    CXL,    CXLI,    CXLII. 

RULEB  WOEK. 

Exercises  XVIII,  XIX,  XX, 
XXI.  XXII,  XXIII,  XXIV, 
CXLIX,  XXV,  CXLIII,  CXLIV, 
C  X  L  V,  C  X  L  V  I,  C  X  L  V  I  I, 
CXLVIII,  CL,  CLI,  CLII,  XXVI, 
C  L  I  1 1,  CLIV,  Fig.  CLV,  Fig. 
CLVI.  Exercises  XXVII.  XXVIII, 
XXIX,  CLV,  XXX.  XXXI, 
CLIII,  CLIV,  CLV,  CLVI,  CLVII, 
CLVIII.  CXVII.  Rectangular 
pieces  of  wall  paper  (see  Exercise 
CLXXXVII). 

FREE  HAND  CUTTING. 

Exercises  CCII   to  CCXXI. 
Basketry. 

Exercises  I,  V  (see  Ex.  I).  VI 
(see  V).  VII  (see  V).  X,  XI, 
LI.  LIII. 

Clay  Modelling. 


SECOND  GRADE. 


Paper. 


RULEB  WOBK. 


Exercises  XXXII,  XXXIII, 
CLVI,  XXXI  V.XXXV,  XXXVIII, 
XLII,  XLIII,  XLVI,  XLVII, 
XXXVI,  XXXVII,  XXXIX,  XL, 
XLI,  XLIV,  XLV,  X  L  V  I  I  I, 
XLIX,  L,  LII,  LIII,  LIV,  LV, 
CXLVII,  CXLVIU,  CXLIX 
C  L  X  X  X,  L  X  V  I  I,  LXVIII, 
LXXXIII,  L  X  X  X  V,  CXVII. 
Covers  tied  along  back  (see  Ex. 
CLXXXVII). 

FBEE  HAND  CUTTING. 
Exercises  CCII  to  CCXXI. 

Basketry. 

Exercises  VIII ;  review  Ex.  I, 
IX,  XII,  XVII,  XIX,  XXIII, 
XLIX,  L. 

Clay  Modeling. 


THIRD  GRADE. 

Paper  work. 

Exercises  LI,  LXXXVI,  LVI  to 
LX,  CLXV,  CLXVI,  CLXI, 
CLXII,  CLXIII,  CLXVII  to 
CLXXIV,  LXI  to  LXVI,  LXIX 
to  LXXIX,  LXXXI,  CLXXVIL 
LXXXIV,  LXXXVII,  XCII, 
XCV,  XCVIII,  CIV,  CV,  CVI, 


CVIII,  CXI,  CXII,  CXIII,  CXV, 
CXVI,  CXVII,  (covers  joined 
with  cambric  strips,  see  Ex. 
CLXXXVII).  CLXXXV,  CXC, 

cc. 

Basketry. 

Exercise  II,  (four  strand)  V, 
(see  Ex.  II),  VI  (see  Ex.  V),  VII, 
(see  Ex.  V),  XIII,  XIV,  XVI, 
XX,  XXI,  XXXII,  LII. 

Clay  Modeling. 

FOUETH   GRADE. 

Paper  work. 

Exercises  CLX,  CLXXV, 
CLXXVI,  CLXXIX,  L  X  X  X, 
LXXXVIII,  LXXXIX.  XC,  XCI, 
XCIII,  XCIV,  XCVI,  XCVII, 
XCIX,  C,  CIX,  CX,  CXIV  (to  be 
made  for  first  grade  pupils), 
CXVII  (leatherette  corners,  see 
Ex.  CLXXXVII).  CLXXXII, 
CLXXXIV,  CLXXXV  I, 
CLXXXVII,  CXCIII,  CXCVIII. 

Basketry. 

Exercises  III  (five  strand),  V 
(see  III),  VI  (see  V),  VII  (see 
V),  XV,  XXII,  XXVII,  XXXIV, 
XXXVIII,  XLI,  XLII,  XLIV. 

Clay  Modeling. 

FIFTH  GRADE. 

Paper  work. 

Exercises  CI,  CII  CIII,  CVII, 
CXVII  (entirely  of  leatherette, 


see  CLXXXVII),  CXVIII,  CX1X, 
CLXXXI,  CXCII,  CXCIV. 

Basketry. 

Exerc'ses  IV,  V  (see  IV),  VI 
(see  V),  VII  (see  V),  XVIII, 
XXIV,  XXV,  XXVI,  XXVIII, 
XXXIII,  XXXVII,  XXXIX,  XL, 
XLIII,  XLVI. 

Venetian  Iron. 
Designs  I  to  VII. 

Clay  Modeling. 
Woodwork. 


SIXTH  GRADE. 

Paper  work. 

Exercises  XVII  (stiff  boards, 
batting  padding,  wall  paper  cover- 
ing) ,  C  L  X  X  X  I  I  I  (see  Ex. 
CLXXXVII),  CLXXXIX,  CXCI, 
CXCV,  CXCVI,  C  X  C  V  1 1 , 
CXCIX,  CGI. 

Basketry. 

Exercises  VII  (large  hat,  see 
Ex.  IV),  XXIX,  XXX,  XXXI, 
XXXV,  XXXVI,  XLV,  XLVI  I, 
XLVIII,  Chair  Caning,  Textile 

Work    in    Linen. 

Venetian  Iron. 

Designs   VIII   to   XIII. 

Pottery. 

Casting  process,  Throwing  Pro- 
cess. 

Woodwork. 


A    000  039  786    9 


